Соња Стевановић, Гимназија „Светозар Марковић“, Нови Сад
Синиша Црвенковић, Департман за математику, Универзитет у Новом Саду
др Даниел А. Романо, Педагошки факултет Бијељина, Универзитет у Источном Сарајеву

Иновације у настави, XXVII, 2014/1, стр. 118–134

doi:10.5937/inovacije1401118S

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Резиме: Овај текст је допринос концептуализацији домена рана алгебра и појма раноалге барско мишљење у нашем основношколском образовном простору. Рад описује аритметичко-раноалгебарско мишљење о раним нумеричким операцијама свршених студената студијског програма за образовање наставника основне школе. Будући да се наставним програмом овог студијског програма очекује од студената да се баве алгебарским идејама које се односе на многе концепте са природним бројевима, чини нам се да се може формирати хипотеза да студенти не повезују оно што су научили у курсу Методика наставе математике са својим знањима о аритметичким концептима унутар полупрстена природних бројева. За поткрепљивање ове хипотезе ослонили смо се на интервјуе са кандидатима на стручним учитељским испитима, при чему смо се бавили алгебарским садржајима инкорпорираним у неке аритметичке концепте. Овај текст – о инволвирању алгебарских идеја у аритметички концепт „одузимања броја од збира“ ‒ парцијални је извјештај о тим интервјуима. На основу наших сазнања из поменутих разговора са кандидатима, при чему им је презентована могућност реализације ове наставне јединице прихватањем концепта рана алгебра,  процјењујемо да су кандидати способни да направе неку везу, али да постоје индивидуалне разлике у успјешностиу тим конекцијама.

Кључне ријечи: аритметичко и раноалгебарско мишљење.

Summary: This text is our contribution to conceptualization of the domain early algebra and the term early algebraic thinking in our primary school education. Th e paper describes arithmetic – early algebraic thinking about early numeric operations of graduated students from the faculties of education. According to this curriculum, students are expected to deal with algebraic ideas referring to many concepts of natural numbers, and we can form the hypothesis that students can connect what they have learnt at the course Teaching Methodology of Mathematics with their knowledge about arithmetic concepts within the semi circle of natural numbers. We justifi ed this hypothesis by interviews with candidates at teachers’ exams, and we dealt with algebraic contents incorporated into same arithmetic concepts. Th is text about involving algebraic ideas into algebraic concept of “subtracting the number from the sum” is a partial review about these interviews. Based on our knowledge about the mentioned talks with candidates, and on this occasion they were given the possibility of realization of this teaching unit accepting the concept of early algebra, so we can estimate that candidates are capable of making a certain connection, but that there are individual diff erences in achievement in these connections..

Key words: arithmetic and early algebraic thinking.

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