Маријана Ж. Зељић, Универзитет у Београду, Учитељски факултет, Београд, Србија, имејл: marijana.zeljic@uf.bg.ac.rs
Милана M. Дабић Боричић, Универзитет у Београду, Учитељски факултет, Београд, Србија
Светлана М. Илић, Универзитет у Београду, Учитељски факултет, Београд, Србија
Иновације у настави, XXXVI, 2023/1, стр. 117–132

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DOI: 10.5937/inovacije2301117Z

Резиме: У раду се испитује разумевање релационе терминологије и постигнућа ученика при решавању задатака поређења, а који су у постојећој литератури идентификовани као најтежи међу задацима са једном рачунском операцијом. Претходна истраживања проширујемо, бавећи се испитивањем постигнућа на сложенијим задацима, у којима су проблеми поређења потпроблеми у оквиру проблема комбиновања; испитивањем постигнућа на задацима са два поређења и испитивањем ефекта конзистентности на задацима различите семантичке структуре. Резултати истраживања показују да је ефекат конзи-стентности, који се огледа у коришћењу погрешне операције услед неразумевања релационе терминологије, био доминантан проблем ученицима при решавању задатака поређења. Број поређења у задатку и семантичка структура проблема нису се показали као значајни фактори који утичу на успешност ученика. Даље, постојање умерене повезаности између конзистентних и неконзистентних формулација постоји само на задацима сложеније структуре. Ови резултати упућују да се тек на задацима сложеније структуре може испитивати да ли ученици испољавају дубље разумевање задатака поређења. Концептуално разумевање проблема поређења изграђује се кроз разумевање релација веће – мање и коришћење задатака различитих семантичких структура и сложености.

Кључне речи: текстуални задаци, задаци поређења, релације поређења, конзистентност језика

Summary: The paper examines students’ understanding of relational terminology and their achievement in solving comparison tasks identified in the existing literature as the most difficult among the tasks with a single calculation operation. We expand previous research by examining achievement on more complex tasks in which comparison problems are subproblems within the combining problem;
by examining students’ achievement on tasks with two comparisons, and examining the effect of consistency on the tasks of different semantic structure. The research results indicate that the consistency effect, which is reflected in the use of the wrong operation due to the misunderstanding of the relational terminology, was the dominant problem for students when solving comparison tasks. The number of comparisons in the task, as well as the semantic structure of the problem, did not prove to be significant factors affecting students’ success. In addition, the existence of a moderate connection between consistent and inconsistent formulations exists only on tasks with a more complex structure. The results indicate that it is possible only on the tasks with a more complex structure to determine whether students demonstrate a deeper understanding of the comparison tasks. Conceptual understanding of comparison problems is built through understanding more/less relations and the use of the tasks of different semantic structures and complexity.

Keywords: textual tasks, comparison tasks, comparison relations, language consistency

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