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THE INFLUENCE OF LEARNING ON EDUCATIONAL PERFORMANCE IN THE ELEMENTARY TEACHING OF MATHEMATICS THROUGH PROBLEM SOLVING TASKS
Vladimir Kadum
Sažetak
The paper expounds the results the author arrived at by researching the influence of learning on educational performance in the elementary teaching of mathematics through problem-solving tasks.
The experiment was conducted on a sample of 155 participants. The sample belongs to the category of intentional samples, is of medium size, and the experiment is of the intensive type, wherein the number of participants is not as important as the results of the research itself.
The acquired results show that learning through problem-solving tasks: (1) is more effective than the traditional, usual way (t = 8,25; P < 0,05); (2) significantly contributes to one’s understanding of key mathematical contents (in relation to the original grading, group E raised its level by 8.01 points per student, while group K lowered its level by 0.28 points per student); (3) contributes to creating a more active relationship to problem-solving on the part of the students (group E had significantly less unsolved problems – i.e. 11.9% – than group K – i.e. 23.8%); (4) contributes to higher success, and more facts and information are adopted (t = 8,51; P < 0,05); (5) contributes to a higher applicability of the acquired knowledge (26.7 percentage points more than in the traditional way of learning); (6) significantly extends the duration of the acquire knowledge (t = 8,02; P < 0,05). (7) The model of the system of tasks for the stimulation of the problem-solving creative abilities of students influences their solving the problems in class significantly (t = 5,58; P < 0,05).
Ključne riječi
Mathematics; teaching; educational performance; problem solving; learning; problem-solving tasks
Hrčak ID:
2336
URI
Datum izdavanja:
9.1.2006.
Posjeta: 3.663 *