20.500.12556/RUL-86041 Analiza napak učencev pri računanju z ulomki Error analysis of pupils in calculating with fractions V diplomskem delu obravnavam povezavo med pogostostjo napak, ki jih učenci delajo pri ulomkih, in stopnjo razumevanja ulomkov pri učencih sedmega razreda osnovne šole. Ulomki so pomembna in zahtevna snov pri učenju matematike. Čeprav jih vsakodnevno uporabljamo, raziskave kažejo, da je za učence to zelo zahtevna snov. Učenci in učitelji večinoma ne zaznajo težav s samim konceptom ulomkov, temveč bolj z matematičnimi operacijami, kot so seštevanje ulomkov, odštevanje, deljenje, množenje, primerjanje in krajšanje ulomkov. V empiričnem delu so na osnovi dveh preizkusov znanja obravnavane napake pri delu z ulomki ter stopnja razumevanja ulomkov pri posameznih učencih. Preizkusa sta prirejeni in skrajšani verziji preizkusov iz člankov Levels of students’ “conception” of fractions (Pantziara, Philippou, 2012) in Algebra students' difficulty with fractions: an error analysis (Brown, Quinn, 2006). Povezanost med številom napak in stopnjo razumevanja ulomkov je ugotavljana s Pearsonovim koeficientom korelacije. In this thesis I examine the correlation between the frequency of errors that seventh grade pupils make in their calculations with fractions and their level of understanding of fractions. Fractions are a relevant and demanding theme in the mathematics curriculum. Although we use fractions on a daily basis, pupils find learning fractions to be very difficult. They generally do not struggle with the concept of fractions itself, but they frequently have problems with mathematical operations such as addition, subtraction, division, multiplication, comparing and cancelling. The empirical part of the thesis is based on two tests: the first focused on pupils' errors in dealing with fractions and the second focused on the level of understanding fractions. These tests are abridged and adapted versions of the tests from articles Levels of students’ “conception” of fractions (Pantziara, Philippou, 2012) and Algebra students' difficulty with fractions: an error analysis (Brown, Quinn, 2006). The correlation between the number of errors in dealing with fractions and the level of understanding fractions was determined with the Pearson correlation coefficient. ulomki fractions true false false Slovenski jezik Angleški jezik Diplomsko delo/naloga 2016-10-05 02:45:22 2017-09-19 16:04:00 2025-04-17 04:52:35 0000-00-00 00:00:00 2016 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 11212361 Petra_Uranic_diplomsko_delo.pdf Petra_Uranic_diplomsko_delo.pdf 1 0DA8F74485E0B322B259F6D5316E4F45 10415e2af89ab18a41cf3723905db6170fb8b17177a75ca2275b098edc88157c f39bfd23-1aab-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=204912 Pedagoška fakulteta 0 0 0