The master's thesis deals with the teaching of decimals in the sixth grade of primary school and the related difficulties that this content causes for pupils when solving tasks in this content in national assessment.
The theoretical part consists of three parts. The first part deals with the concept and purpose of testing and assessment, the second with the national assessments, and the third with decimals as mathematical and school content, presenting research on the learning and teaching of decimals and the difficulties they cause for students.
The empirical part includes the results of the analysis of the results obtained by the students in the decimal number problems. The analysis includes 300 solved tests by pupils who took the national mathematics assessment. By analysing the most common mistakes in these tests, and based on theoretical background and research results, guidelines are provided to guide teachers in teaching this subject. Based on a qualitative analysis of the most common mistakes, we also investigated the reasons for the mistakes that students make when solving problems in decimals. We found that the most common mistakes were incorrect copying of numbers in a column, incorrect calculation procedure, mistakes in calculating numbers, incorrect placement of the decimal point and incorrect notation in multiplication. In the final part of the thesis, we suggest some guidelines for teaching decimals to reduce such mistakes in the future.
|
