Original scientific paper
https://doi.org/10.15516/cje.v23i1.3863
Different Perspectives on Success in Solving Stand-Alone Problems by 14 to 15-Year-Old Students
Nives Baranović
orcid.org/0000-0002-7994-7138
; Faculty of Humanities and Social Sciences University of Split Poljička cesta 35, 21 000 Split, Croatia
Branka Antunović-Piton
orcid.org/0000-0001-9024-2086
; Faculty of Educational Science Juraj Dobrila University of Pula Ronjgova 1, 52100 Pula, Croatia
Abstract
The paper defines a special type of problem tasks and considers its didactic potential, as
well as the success of students in solving the selected problem. The research instrument
used is a geometrical task from the National Secondary School Leaving Exam in
Croatia (State Matura). The geometrical task is presented in three versions: as a verbal
problem, as a verbal problem with a corresponding image and as a problem in context.
The material analysed in the present paper was collected from 182 students in 7th and
8th grade of Croatian urban elementary schools. The didactic potential is considered
from the aspect of use of mathematical concepts and connections. The success of
students in problem-solving is considered from the aspect of implementation of the
problem-solving process and producing correct answers, depending on the manner
in which the tasks are set up. The results show that the stand-alone problem, as a
special type of problem task, has considerable didactic potential. However, the students’
skills of discovering and connecting mathematical concepts and their properties are
underdeveloped. In addition, the manner in which the tasks are set up considerably
affects the process of solving the task and consequently the success of that process.
Based on the results of the research, proposals are given for application of stand-alone
problems in teaching mathematics.
Keywords
isolated problem; mathematical task; problem solving; problem evaluation
Hrčak ID:
256412
URI
Publication date:
23.3.2021.
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