Tekstualni zadaci, reprezentacije i razredni diskurs u poučavanju množenja: Dizajnom vođeno istraživanje
Word Problems, Representations and Classroom Discourse in Teaching Multiplication: A Design-Based Study

Summary/Abstract: This design-based research (DBR) study was developed with the aim of enhancing the understanding and application of multiplication among third-grade elementary school students. The focus was placed on the use of word problems involving multiplication and various representations to support learning outcomes related to this arithmetic operation. The study involved one teacher and her class of 17 students, with activities conducted over a three-week period during the 2024/25 school year. Key aspects of the research include working with mathematical tasks, the application of representations, and classroom discourse, with an emphasis on mathematical language. Results from diagnostic interviews conducted before and after the intervention highlight the importance of diverse tasks and representations in achieving a deeper understanding and better application of multiplication among students.

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