Bralno razumevanje in reševanje matematičnih besedilnih nalog

Lokar, Natalija (author), Magajna, Zlatan (mentor)

Magistrsko delo obravnava vzroke težav pri reševanju besedilnih nalog pri pouku matematike. V okviru teoretičnega dela so najprej predstavljene specifične lastnosti matematičnih besedil, ki lahko učencem povzročajo težave z razumevanjem, in pomen bralnega razumevanja pri matematiki. Nato so obravnavane klasifikacije matematičnih besedilnih nalog in pomembni vidiki reševanja besedilnih nalog (pogoji za uspešno reševanje besedilnih nalog, vrste in pogostost težav pri reševanju besedilnih nalog, stališča učiteljev o težavah pri reševanju besedilnih nalog). Na koncu so predstavljeni modeli in strategije za uspešno reševanje besedilnih nalog, posebej tradicionalni Mayerjev model in ena od variant kognitivne strategije. V okviru empiričnega dela je bila izvedena študija dveh primerov. Pri tem sem v prvem delu opazovala način poučevanja reševanja besedilnih nalog dveh učiteljev. V drugem delu empiričnega dela magistrskega dela sem želela ugotoviti vzroke težav učencev opazovanih učiteljev pri reševanju besedilnih nalog in jih interpretirala v luči opazovanega načina poučevanja reševanja besedilnih nalog. Posebej me je zanimalo, ali so težave z bralnim razumevanjem glavni vzrok za težave pri reševanju besedilnih nalog, kot običajno izpostavljajo učitelji, ali pa so le en izmed vzrokov. V okviru prvega dela študije primerov sem ugotovila, da učitelja premalokrat poudarjata natančno branje in razumevanje besedilne naloge ter le v redkih primerih uporabljata strategije za lažje razumevanje in kognitivne strategije, medtem ko s pridom uporabljata transformacijske strategije. Drugi del študije nakazuje, da imajo učenci pri reševanju besedilnih nalog največ težav s transformiranjem besedila v algebrajski zapis. Opazila sem še, da pri transformiranju besedila v matematični zapis nimajo težav le slabi bralci, temveč tudi dobri bralci. Prav tako učenci s težavami na področju transformiranja besedila nimajo nujno težav z branjem in bralnim razumevanjem.

• Language: Slovenian
• Keywords: matematična besedila
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2018
• PID: 20.500.12556/RUL-105528
• COBISS.SI-ID: 12231753
• Publication date in RUL: 10.12.2018

Secondary language

• Language: English
• Title: Reading comprehension and solving mathematical word problems

Abstract

The master's thesis is about the causes of difficulties in solving mathematical word problems. The theoretical part begins with the presentation of specific properties of mathematical texts, which may cause problems in comprehending word problems. The theoretical part continues with classifications of mathematical word problems and important aspects of solving them (conditions for successful solving, types and frequency of difficulties, and teachers’ view on difficulties in solving mathematical word problems). Finally, we present some models and strategies for successful solving of mathematical word problems. The focus is on the traditional Mayer model and on one of the variants of cognitive strategy. The empirical part of the masters’ thesis consists of a multiple case study. In the first part of the study two 9th grade teachers were observed in their classroom regarding the methods and processes used in solving mathematical word problems. In the second part of the study the students of the two observed teachers solved three different tests. The tests results showed whether the main cause of possible difficulties in solving mathematical problems is bad reading comprehension, as teachers often emphasize, or is this just one of the causes. The obtained data from tests were interpreted with the observed teachers’ methods of teaching the solving of mathematical word problems. Regarding the first part of the case study it was found that both teachers did not emphasize enough careful reading and understanding of mathematical word problems. They rarely used reading strategies for better understanding and the related cognitive strategies, however they often made use of transformation strategies. Regarding the second part of the case study it was found that the main causes of difficulties in solving mathematical word problems are problems with transforming text of a word problem into algebraic equation. Some good readers as well as some poor readers had difficulties in transforming the text of a word problem into algebraic equation. Also students with difficulties with transforming text of a word problem into algebraic equation did not necessarily have problems with reading and reading comprehension.

• Keywords: mathematical texts