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Algoritamski i konceptualni pristup merenju površine figura
aUniverzitet u Beogradu, Učiteljski fakultet
bOŠ ,,Knez Sima Marković', Beograd

e-adresamarijana.zeljic@uf.bg.ac.rs
Projekat:
Koncepcije i strategije obezbeđivanja kvaliteta bazičnog obrazovanja i vaspitanja (MPNTR - 179020)

Ključne reči: merenje; površina figure; algoritamski i konceptualni pristup
Sažetak
Merenje površine predstavlja važnu temu školskih programa i tesno je povezana sa drugim matematičkim temama i sa realnim okruženjem. Rezultati brojnih međunarodnih studija pokazuju da su postignuća učenika u domenu merenja površine niska, što se povezuje sa algoritamskim pristupom navedenoj temi, a koji karakteriše dominantno naglašavanje proceduralnih veština i primena formula. U radu su razmatrani različiti nivoi i parametri konceptualnog razumevanja merenja površine. Cilj istraživanja jeste ispitivanje nivoa i karaktera znanja o merenju površine kod učenika četvrtog razreda osnovne škole. U istraživanju su korišćene deskriptivna metoda i tehnika testiranja. Test čine standardizovani zadaci (Huang & Witz, 2013) i još dva zadatka koja nisu deo standardizovanog testa i koja su osmišljena na osnovu transkripta intervjua iz navedenog istraživanja. Uzorak je prigodan i čine ga dva odeljenja četvrtog razreda jedne osnovne škole u Beogradu. Osnovni zaključak jeste da su učenici razvili instrumentalno razumevanje postupka merenja površine i da strategije određivanja površine figura svode na primenu formula, zbog čega često greše, birajući pogrešnu formulu. Kao implikaciju istraživanja vidimo isticanje potrebe da se dovoljno vremena posveti aktivnostima konceptualnog pristupa podeli figura i popločavanju koje će premostiti veliki jaz od popločavanja površi i brojanja jedinica mere do razumevanja formula za računanje.
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O članku

jezik rada: srpski
vrsta rada: izvorni naučni članak
DOI: 10.5937/inovacije1901064Z
objavljen u SCIndeksu: 10.10.2019.
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