https://doi.org/10.59132/ma/2026/1/54-63
Izvleček
V članku so predstavljene objavljene naloge iz nacionalnih preverjanj znanja (NPZ) matematike v 6. razredu, ki so povezane z denarjem ter posledično s finančno pismenostjo. V vzorec smo zajeli naloge med letoma 2006 in 2025 ter jih analizirali glede na leto objave, taksonomsko stopnjo, območje reševanja, indeks težavnosti, indeks diskriminativnosti in vrednotenje postavk. V 6. razredu se v 70 % preverjanj znanja matematike pojavi vsaj ena naloga, povezana z denarjem. Največ postavk nalog spada v IV. taksonomsko stopnjo, več kot polovica vseh postavk pa spada v modro območje ali območje nad modrim. Postavke, pri katerih je vrednotena strategija reševanja, imajo višji indeks težavnosti kot postavke, pri katerih je vrednoten samo končni rezultat. To kaže, da učenci pri nalogah, povezanih z denarjem, znajo nastaviti račun oz. poznajo strategijo reševanja, vendar še delajo računske napake ali napake v zapisu rezultata. Med taksonomsko stopnjo in indeksom težavnosti postavk ni statistično pomembnih razlik, prav tako ni statistično pomembnih razlik med letom objave in indeksom težavnosti. Na indeks težavnosti niti ne vpliva, ali so podatki zapisani v sliki ali preglednici, kar kaže na to, da so učenci enako uspešni pri začetnih korakih reševanja nalog, tudi če te vključujejo branje cen iz preglednic ali slik.
Abstract
Money-Related Problems in National Mathematics Knowledge Assessments for Grade 6
This paper examines published tasks from national mathematics knowledge assessments for 6th graders that are related to money and financial literacy. The analysis includes tasks from the years 2006 to 2025, focusing on factors such as publication year, taxonomic level, solution domain, difficulty index, discrimination index, and item scoring. In 6th grade, at least one money-related task is included in 70% of mathematics assessments. Most items fall into Taxonomic Level IV, with more than half categorised as blue domain or above. Items that assess problem-solving strategies tend to have a higher difficulty index compared to those that focus solely on the final answer, indicating that while students are generally capable of setting up calculations or employing problem-solving strategies, they often make computational errors or mistakes when recording their results. There are no statistically significant differences between taxonomic levels and the difficulty index, nor are there statistically significant differences between publication years and the difficulty index. Additionally, the difficulty index remains unaffected by whether the data are presented in a picture or a table, indicating that students perform equally well in the initial steps of problem solving, even when required to read prices from either tables or images.