Izvleček
Reševanje matematičnih problemov predstavlja najvišjo taksonomsko raven znanja pri matematiki. Opredeljujemo ga kot sposobnost uporabe obstoječih znanj v novih situacijah, uporabo kombinacij več pravil in pojmov, sposobnost uporabe konceptualnega in proceduralnega znanja. V prispevku problemske naloge razumemo kot besedilne naloge, situacije, vzete iz vsakdanjega življenja, in didaktično usmerjene naloge iz matematičnih okoliščin, ki so za učence nove in je za njihovo reševanje treba poiskati nove poti. Pri pouku je zelo pomembno, da učence sistematično in postopoma vpeljujemo v reševanje problemskih nalog, da omogočimo učencem, da si pridobijo čim več izkušenj z reševanjem različnih problemskih nalog, da omogočimo reševanje problemskih nalog na različne načine in da učencem pri reševanju pomagamo z različnimi prilagoditvami in oporami.
Abstract
Examples of Adjustments and Support in Solving Mathematical Problems at the Primary Level
The solving of mathematical problems presents the highest taxonomic level of mathematical knowledge. It is defined as the ability to use existing knowledge in new situations; to use combinations of several rules and concepts; and the ability to use conceptual and procedural knowledge. The paper views mathematical problems as word problems, situations taken from everyday life, and didactically-oriented tasks with mathematical circumstances, which are new to the students and for which they must find new ways to solve. During lessons, it is very important that students are systematically and gradually introduced to problem solving; that we enable students to gain as much experience as possible with solving various mathematical problems; that we enable the solving of problems in different ways; and that we help students to solve them by providing various adjustments and support.