Ненад Р. Вуловић, Универзитет у Крагујевцу, Факултет педагошких наука, Јагодина, Србија, имејл: vlnenad@gmail.com
Александра M. Михајловић, Универзитет у Крагујевцу, Факултет педагошких наука, Јагодина, Србија
Јасмина В. Милинковић, Универзитет у Београду, Учитељски факултет, Београд, Србија
Иновације у настави, XXXVI, 2023/3, стр. 119–135

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DOI: 10.5937/inovacije2303119V

Резиме: Студије у свету указују на постојање полних разлика у математичким постигнућима ученика, да су разлике смањене последњих деценија, али да нису нестале. Важну улогу у повећању интересовања, мотивације, самопоуздања, али и у идентификацији и пружању подршке математички даровитим ученицима имају математичка такмичења. Због тога се поставља питање да ли и у којој мери постоје разлике на математичким такмичењима у односу на пол. Циљ овог рада је анализа континуираности интересовања, успеха ученика и испитивање постојања трендова на окружним такмичењима из математике у односу на пол, у периоду од 2014. до 2023. године. Узорак истраживања чини 53490 ученика од 4. до 8. разреда основне школе. Примењене су квантитативне и квалитативне методе истраживања. Резултати указују да постоје разлике у учешћу и постигнућима у односу на пол. У посматраном периоду постоји тренд повећања заступљености дечака. Уочен је мањи пад заступљености дечака преласком са разредне на предметну наставу, али та разлика постаје већа у осмом разреду. Када су у питању постигнућа, у 60% случајева утврђено је да постоји статистички значајна разлика, и то најчешће у корист дечака. Међу 5% најуспешнијих уочена је већа заступљеност дечака. Налази указују на потребу да се посвети пажња овој теми и налажењу узрока постојања разлика међу половима у учешћу и успеху на такмичењима и утврђивању начина за њихово превазилажење.

Кључне речи: полне разлике, математичка такмичења, постигнућа ученика, тренд анализа

Summary: Global research has indicated that there are differences in mathematics achievement among students relative to their gender. The differences have decreased in the last couple of decades, but they have not completely disappeared. Mathematics competitions play an important role in increasing students’ motivation, interest, and self-confidence, as well as in identifying and supporting mathematically gifted students. For this reason, the question is whether and to what extent there are differences in achievement at mathematics competitions relative to gender. The aim of this paper is to analyse the continuity of interest and students’ achievement, and to investigate the trends at regional mathematics competitions relative to gender in the 2014-2023 period. The research sample consists of 53490 primary school students, from fourth to eighth grade. Quantitative and qualitative methods were applied. The results indicate that there are differences in participation and achievement relative to students’ gender. In the observed period, there was a trend of an increased male representation. A slight decrease in the representation of boys was identified during the transition from earlier grades to subject teaching, and this difference becomes greater in the eighth grade. When it comes to achievement, there is a statistically significant difference, usually to the benefit of the boys, in 60% of cases. There are more boys among the 5% of the students with the highest achievement. The findings indicate that more attention should be paid to this issue and that the cause of the gender differences regarding participation and achievement at competitions should be identified and ways should be found for overcoming it.

Keywords: gender differences, mathematics competitions, student achievement, trend analysis

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