Pomoč učencem s primanjkljaji na področju učenja matematike pri reševanju matematičnih besedilnih nalog : magistrsko delo

Podbevšek, Tajda (author), Kavkler, Marija (mentor)

Magistrsko delo obravnava pomoč učencem s primanjkljaji na področju učenja matematike pri reševanju matematičnih besedilnih nalog. V začetnem teoretičnem delu so definirane značilnosti učnih težav pri matematiki in kontinuum specifičnih učnih težav, pomembnost matematičnih besedilnih nalog, njihove klasifikacije in vloge pri razvijanju matematičnega rezoniranja. Posebna pozornost je namenjena strategijam poučevanja, ki lahko učencem z učnimi primanjkljaji olajšajo razumevanje in reševanje nalog. Poleg tega pa je obravnavan še sedemstopenjski model avtorice Montague (1992), ki učence sistematično vodi skozi kognitivne korake reševanja. V empiričnem delu je bil izveden strukturiran trening reševanja matematičnih besedilnih nalog po sedemstopenjskem modelu Montague (1992) pri štirih učencih 7. razreda z ugotovljenimi primanjkljaji na področju učenja matematike. Raziskava je tako potekala kvalitativno na namenskem vzorcu. Za preverjanje začetnega znanja so bili uporabljeni preizkusi avtomatizacije aritmetičnih postopkov in dejstev ter sestavljanja računov (Kavkler, Magajna in Tancig, 1996), 5-minutni preizkus znanja poštevanke (Linasi, 2016) ter dva avtorska preizkusa z besedilnimi nalogami (MBN1 in MBN2). Hkrati je bil uporabljen vprašalnik za učitelje, s katerim je bila dvakrat ocenjena uspešnost učencev pri reševanju nalog ‒ pred začetkom in po zaključku treninga. Po izvedenem treningu so učenci reševali avtorski preizkus z besedilnimi nalogami. Dodatno je bil pripravljen še preizkus z besedilnimi nalogami za vrstnike, ki je omogočil analizo razlik v uporabi strategij in dosežkih med učenci iz vzorca in njihovimi sošolci. Točkovanje vseh preizkusov je bilo zasnovano tako, da se je poleg pravilnosti rešitve vrednotilo tudi posamezne elemente strategije. S tem je bilo mogoče spremljati tako napredek v uspešnosti, kot tudi spremembe v načinu reševanja matematičnih besedilnih nalog. Rezultati so pokazali, da so učenci po izvedenem treningu reševanja matematičnih besedilnih nalog dosegli napredek. Naloge so reševali bolj pravilno in pri tem dosledno uporabljali usvojene strategije. Ugotovitve potrjujejo, da lahko sistematičen trening reševanja matematičnih besedilnih nalog po sedemstopenjskem modelu pomembno prispeva k večji uspešnosti učencev s primanjkljaji na področju učenja matematike. Na podlagi rezultatov so bile hkrati oblikovane smernice za učitelje matematike in izvajalce dodatne strokovne pomoči.

• Language: Slovenian
• Keywords: Matematične besedilne naloge, specifične učne težave, primanjkljaji na področju učenja matematike, sedemstopenjski model reševanja matematičnih besedilnih nalog, matematika
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: T. Podbevšek
• Year: 2025
• Number of pages: X, 74 str.
• PID: 20.500.12556/RUL-177359
• UDC: 376:51(043.2)
• COBISS.SI-ID: 262897411
• Publication date in RUL: 21.12.2025

Secondary language

• Language: English
• Title: Supporting Primary Students with Learning Difficulties in Mathematics in Solving Word Problems

Abstract

This master’s thesis addresses support for students with mathematics learning difficulties in solving mathematical word problems. The theoretical part presents the characteristics of learning difficulties in mathematics and the continuum of specific learning difficulties, the importance of mathematical word problems, their classifications, and their role in developing mathematical reasoning. Special attention is devoted to teaching strategies that can help students with learning difficulties better understand and solve word problems. In addition, the seven-step model developed by Montague (1992) is presented, which systematically guides students through the cognitive steps of problem solving. In the empirical part, a structured training program based on Montague’s (1992) seven-step model was implemented with four 7th-grade students identified with mathematics learning difficulties. The research followed a qualitative design with a purposive sample. To assess students’ prior knowledge, tests of arithmetic fact and procedure automatization and equation construction (Kavkler, Magajna and Tancig, 1996), a 5-minute multiplication test (Linasi, 2016), and two author-designed word problem tests (MBN1 and MBN2) were used. Additionally, a teacher questionnaire was administered twice, before and after the training, to evaluate students’ problem-solving performance. After completing the training, students also solved an author-designed test with word problems. Furthermore, a comparative word problem test was administered to their classmates, enabling an analysis of differences in strategy use and achievement between the target group and their peers. Scoring across all tests was designed not only to evaluate the correctness of solutions but also to assess the use of specific strategy elements. This allowed for monitoring both improvements in accuracy and changes in problem-solving approaches. The results demonstrated that after the training, students made progress in solving mathematical word problems. They solved tasks more accurately and consistently applied the strategies they had acquired. These findings confirm that systematic training in solving word problems using the seven-step model can significantly enhance the performance of students with mathematics learning difficulties. Based on the results, recommendations for mathematics teachers and special education professionals were also formulated.

• Keywords: Mathematical word problems, specific learning difficulties, mathematics learning difficulties, seven-step problem-solving model for mathematical word problems