Mathematics includes not only procedural and conceptual knowledge, but is also about solving mathematical problems, through which an individual acquires new knowledge, connects already acquired mental structures and learns about different solving strategies. An important role is played by the teacher, who motivates and guides the students, and develops a positive attitude towards mathematics. The teacher's task is to select appropriate problem situations, while not forgetting about the mathematical problems from everyday life that are closer and easier for students to understand. In the theoretical part of the master's thesis, we first explained the concepts of problem teaching, problem situation, problem and mathematical problem. We presented different classifications of mathematical problems in more detail and supported them with our own examples. We described the conditions for successful solving of mathematical problems, defined the stages of solving by two authors and presented problem solving strategies in detail. We also touched on the types of inferences present in solving mathematical problems, analyzed the inclusion of problems in the mathematics curriculum, and described the concept of realistic mathematics at the end of the theoretical part. The purpose of the research was to determine the importance of guided solving of real-life mathematical problems in 4th grade students. We were interested in whether the planned guidance of students in solving mathematical problems yield better results. The research was used to find out which problem-solving strategies students use and whether the choice of strategy affects the success of solving a mathematical problem. We also investigated the relationship between learning success in mathematics and success in solving mathematical problems. The results of the research showed that students who are involved in planned problem-solving management achieve better results in solving real-life mathematical problems than students who do not receive planned management. In the results, we presented different problem-solving strategies and found that the type of mathematical problem determines whether the chosen strategy is effective in solving problems. It has also been shown that students with better results in mathematics solve mathematical problems more successfully than students with poorer results. Research in the field of planned guidance of students in solving mathematical problems can help to increase teachers' awareness of the importance of including the content of mathematical problems in regular mathematics lessons.
|
