Razumevanje reprezentacij o ulomkih pri študentih razrednega pouka v Sloveniji in na Kosovu

Manfreda Kolar, Vida (avtor), Vula, Eda (avtor), Hodnik, Tatjana (avtor)

Preučevanje razumevanja ulomkov pri študentih razrednega pouka je izjemnega pomena, saj ulomki predstavljajo temeljni in hkrati zelo kom - pleksen sistem konceptov in veščin znotraj matematike. V tej raziskavi smo raziskali razumevanje reprezentacij o ulomkih med študenti raz - rednega pouka iz Slovenije in Kosova. Na osnovi raziskav s področja ulomkov je znano, da obstaja pet podkonceptov ulomkov: podkoncept del – celota, podkoncept merjenja, kvocientni podkoncept, podkoncept operacije in podkoncept razmerja. V naši raziskavi smo se osredinili na podkoncepta del – celota in merjenja ter sestavili devet nalog, ki so ustrezale različnim načinom reprezentacije ulomka: ploskovni model, številska os in množica objektov. Vzorec v raziskavi je predstavljalo 77 slovenskih in 93 kosovskih študentov razrednega pouka. Rezultati raz - krivajo nekatere podobnosti in razlike pri interpretacijah reprezentacij v obeh državah in nakazujejo, da bi bilo treba izboljšati razumevanje ulomkov pri študentih razrednega pouka obeh držav. Analiza potrjuje, da formalno matematično znanje, ki so ga ti študentje pridobili med izobraževanjem, ni zadostno za ustrezno poučevanje osnovnih pojmov o ulomkih v šoli.

• Jezik: Slovenski jezik
• Ključne besede: študent razrednega pouka
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: University of Ljubljana, Faculty of Education
• Leto izida: 2018
• Št. strani: 71-95
• Številčenje: 8
• PID: 20.500.12556/RUL-102052
• ISSN: 1855-9719
• COBISS.SI-ID: 12040009
• Datum objave v RUL: 31.08.2018

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Primary teacher studentsʼ understanding of fraction representational knowledge in Slovenia and Kosovo

Izvleček

The study of primary teacher students’ knowledge of fractions is very important because fractions present a principal and highly complex set of concepts and skills within mathematics. The present study examines primary teacher students’ knowledge of fraction representations in Slo - venia and Kosovo. According to research, there are five subconstructs of fractions: the part-whole subconstruct, the measure subconstruct, the quotient subconstruct, the operator subconstruct and the ratio sub - construct. Our research focused on the part-whole and the measure subconstructs of fractions, creating nine tasks that were represented by different modes of representation: area/region, number line and sets of objects. The sample consisted of 76 primary teacher students in Slovenia and 93 primary teacher students in Kosovo. Both similarities and differ - ences of the primary teacher students’ interpretations of the representa - tions across the two countries were revealed and compared. The find - ings suggest that primary teacher students from both countries need to upgrade their understanding of fractions. The analysis confirms that the formal mathematical knowledge acquired by primary teacher students is not necessarily adequate for teaching elementary concepts in school.

• Ključne besede: primary teacher student