Računske operacije z ulomki v osnovni šoli - Pajek, Mojca ([M. Pajek], 2015)
Diplomsko delo Računske operacije z ulomki v osnovni šoli predstavlja didaktično utemeljen model vpeljave seštevanja, odštevanja, množenja in deljenja, ki je primeren za osnovno šolo in je nastal na podlagi preučevanja del predvsem tujih avtorjev. V ta namen smo v teoretičnem delu naloge najprej predstavili ulomke, ki predstavljajo temelje, na katerih gradimo razumevanje računskih operacij z ulomki. Uporabili smo pristop, kjer pravil in algoritmov ne povemo vnaprej, ampak se do njih preko zgledov dokopljejo učenci sami ter jih povedo s svojimi besedami. Pri tem je vsaj na začetku zelo pomembna uporaba najrazličnejših modelov, ki so prav tako predstavljeni. Prikazali smo različne poti za rešitev danega problema. V empiričnem delu naloge smo predstavili izvedeno evalvacijo druge učne poti, kjer smo preverjali napredek učencev po izvajanju treh učnih ur po tem modelu. Zanimalo nas je, ali je možno razumevanje deljenja ulomkov izboljšati, saj se s tem posledično izboljša pravilnost rezultatov podanih nalog. Preverili smo tudi razpoložljivost in dostopnost literature in didaktičnih iger, ki pokrivajo področje ulomkov in računskih operacij z njimi. The graduation thesis Calculating operations with fractions in Elementary school represents didactically based model of including addition, subtraction, multiplication and division that is appropriate for primary school and has been done on the bases of studying the works of mostly foreign authors. In this purpose we have represented the fractions first in the theoretical part of the graduation, because they represent the base on which we build the understanding of calculating operations with fractions. We have used the approach, where we do not explain the rules and algorithms in advance, but the pupils learn them with the use of examples and explain them later with their own words. At least at the beginning, the use of different models is very important. These are also presented. We have shown different ways of solving given problem. We have presented the performed evaluation of the second learning path in the empirical part of the graduation, where we have tested the pupils` progress after performing three lessons in this model. We were interested if we can improve the understanding of fractions, because with that we can also improve the correctness of the results of the given tasks. We have also checked the availability and accessibility of the literature and didactic games that cover the area of fractions and the calculating operations with them.