• citations in SCIndeks: [1]
  • citations in CrossRef:0
  • citations in Google Scholar:[]
  • visits in previous 30 days:2
  • full-text downloads in 30 days:1


article: 10 from 14  
Back back to result list
Numbers to development of visual logical approach to solving tasks with numerous strings
aAlfa University, Faculty of Mathematics and Computer Science, Belgrade, Serbia
bUniversity of Priština - Kosovska Mitrovica, Faculty of Natural Sciences and Mathematics, Serbia,
Keywords: figurative numbers; visual-logical approach to solving tasks
Contemporary teaching of mathematics at all levels of education is mainly reduced to the application of algebraic formulas and algebraic procedures. A visual-logical approach to the examination and solving of mathematical tasks is very little present in mathematics teaching. Such a practice should change because visualization is of great importance in the process of learning and understanding mathematics. In this paper we present the introduction of figurative numbers in mathematics classes of the sixth grade of elementary school and their contribution to the development of students' abilities to perceive legality among numbers and to apply the observed laws in solving various problems with numerous strings. The research described in this paper was begun by examining the ability of students of the sixth grade to solve tasks with natural numbers by observing the laws. The findings we received were largely unsatisfactory. That is why we organized a student meeting with selected examples that demonstrate the observation of legality between numbers and the application of observed laws in solving tasks. In order to compare the results in the research, we formed two groups of students, experimental and control, whereby experimental group was working with figurative numbers and control was not. In both groups we formed small three-member groups of students of different levels of mathematical knowledge for collaborative learning. We organized a three-hour exercise of visual-logical approach to solving tasks for both groups. Before the start and after the end of the planned work, we carried out testing of the students of both groups. The pre-test showed that there were no significant statistical differences between the experimental and the control group. At the post-test, both groups achieved progression, with the results in the experimental group being significantly better than the results in the control group. The research has shown that dealing with figurative numbers contributes to the development of students' abilities to perceive legality among numbers and to apply observed laws in solving tasks.
Arcavi, A. (2003) Educational Studies in Mathematics, 52(3): 215-241
Chai, C., Lin, W-Y., So, H-J., Cheah, H.M. (2011) Advancing collaborative learning with ICT: Conception, cases and design. Singapore: Ministry of Education
Dogru, K. (2007) Applying the subject cell through consructivist approach during science lessons and the teachers view. Journal of Environmental and Science Education, 3-13
Dooly, M. (2008) Constructing knowledge together. Bern: Peter Lang, pp. 21-24
Duval, R. (1999) Representation, Vision and Visualization: Cognitive Functions in Mathematical Thinking
Kagan, S. (1994) Cooperative learning. California: San Clémente
King, B. (2007) Max Wertheimer and Gestalt theory, Somerset. Transaction Publishers
Laal, M., Ghodsi, S.M. (2012) Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31: 486-490
Mihajlov-Carević, M., Kopanja, L., Denić, N. (2017) Figurative numbers as a tool for presentation paradigms and development constructive opinions. in: A collection of papers from the National Conference with international participation, Čačak: ITOP, pp. 217-224
Petrović, M., Kontrec, N. (2017) Possibilities for applying team teaching system in order to improve the efficiency of math teaching. in: A collection of papers from the National Conference with international participation, Leposavić: Innovation in education-digitalization, innovation models and programs
van Garderen, D., Montague, M. (2003) Visual-Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities. Learning Disabilities Research and Practice, 18(4): 246-254
Wang, M., Wu, B., Kinshuk,, Chen, N., Spector, J. M. (2013) Connecting problem-solving and knowledge-construction processes in a visualization-based learning environment. Computers & Education, 68: 293-306


article language: Serbian
document type: Original Scientific Paper
DOI: 10.5937/univmis1817072N
published in SCIndeks: 18/04/2019

Related records

No related records