Kako učenici osnovne škole analiziraju i rešavaju matematičke zadatke

Abstract

U radu su predstavljeni rezultati empirijskog istraživanja čiji je cilj bio da se utvrdi kako učenici osnovne škole analiziraju i rešavaju matematičke zadatke. Testom istraživanja obuhvaćeno je 208 učenika. Rezultati istraživanja su pokazali da se učenici prilikom analize oslanjaju na neposredno uočene i spoljašnje karakteristike zadataka. Takođe, takva orijentacija u procesu analize ometala je učenike da u rešavanim zadacima otkriju i razumeju unutrašnje veze i odnose među veličinama. Istraživanje je pokazalo da učenici na testu zadatke rešavaju primenom naučenog postupka koji se pokazao nedelotvornim kada je trebalo rešiti zadatak koji je po formi različit od zadataka koje su ranije s uspehom rešavali. Slab uspeh učenika i na složenijim zadacima navodi na zaključak da u nastavi matematike nisu dovoljno ovladali veštinama rešavanja zadataka. Istraživanje implicira potrebu da se razmisli i eventualno koriguje postojeća metodička koncepcija osposobljavanja učenika za rešavanje zadataka.

The paper presents the results of an empirical research aimed at establishing how elementary school students analyze and solve mathematical tasks. The testing comprised 208 students and the research results showed that the students relied on the immediately perceived and external characteristics of the tasks. Such an orientation in the process of analysis biased the students to discover and understand internal connections and relationships among variables in the tasks they were to solve. The research further showed that the students applied the procedures they had learnt but these proved inefficient when they were expected to solve the tasks which differed from those they had successfully solved earlier. A rather low rate of successfully solved test tasks suggests that the students had not sufficiently mastered the skills for solving mathematical tasks. This implies the need for rethinking and improving teaching methods and techniques in order to enhance further development of the students' skills for solving mathematical tasks.