Page 410 - 8th European Congress of Mathematics ∙ 20-26 June 2021 ∙ Portorož, Slovenia ∙ Book of Abstracts
P. 410
MATHEMATICS IN EDUCATION (MS-19)
uating them, require mathematical knowledge, and allow the development of problem-solving
strategies. Fermi problems, when properly introduced into the learning process, have the po-
tential to develop students’ mathematical literacy on both cornerstones. Teachers have a key
role to play in this process, as they need to acquire appropriate competencies in mathematical
literacy themselves first in order to be able to organise and implement appropriate learning sit-
uations in their teaching. The aim of the empirical part was to develop a scheme for assessing
the quality of Fermi problems created by prospective primary school teachers for their imple-
mentation in mathematics lessons. For this purpose, we analysed examples of Fermi problems
for fifth graders designed by prospective primary school teachers The problems were evaluated
according to the characteristics of the modelling process: the complexity of the mathematiza-
tion, the complexity of determining the data needed for the solution, the number of cycles in
modelling, and the linguistic relevance of the problem. We defined as qualitative those Fermi
problems which can be identified as having a high complexity of determining the data needed
for the solution, have a high level of mathematization, are linguistically appropriate, and have
more than one cycle. We argue that Fermi problems with such characteristics have a great po-
tential in the process of developing mathematical literacy in students at basically all levels. We
want to encourage prospective primary school teachers, as well as other stakeholders, to create
their own Fermi problems. We believe that a given scheme for evaluating the quality of Fermi
problems can guide teachers in creating their own problems or in deciding which problems are
appropriate for classroom implementation according to the objectives.
Keywords: mathematical literacy, problems, Fermi problems, modelling, teaching mathematics,
prospective primary school teachers
A Contextual Approach to Teaching Algebra in Elementary Education
Sanja Maricˇic´, sanjamaricic10@gmail.com
University of Kragujevac, Faculty of Education in Užice, Serbia
Coauthor: Nenad Milinkovic´
The authors underline the importance of mastering algebra-related content, but also difficulties
associated with the acquisition of such content at an early age, students’ comprehension of
algebra and the application of knowledge in problem-solving. Within this context, they point
out the characteristics, importance and effects that can be achieved in mathematics education
through the implementation of a contextual approach to teaching algebra. The aim of the study
was to examine the effects that the contextual approach to teaching algebra in junior elementary
school had on student achievement. We organised an experimental study (experiment with
parallel groups) on a sample (N = 192) to determine whether a methodological approach based
on the principles of contextual learning results in the improvement of learning and student
achievement in comparison to the traditional model utilised in mathematics education, and we
chose algebra for that purpose. Results of the final measurement show that students from the
experimental group, who were exposed to the experimental programme, have achieved better
results than students whose work was based on the traditional model. This study has shown
that a contextual approach to teaching algebra has significant effects on student achievement,
improves their understanding of algebra-related content, and their application of the acquired
knowledge in problem-solving.
Keywords: contextual approach, early algebra, mathematics education, mathematics, student
achievement.
408
uating them, require mathematical knowledge, and allow the development of problem-solving
strategies. Fermi problems, when properly introduced into the learning process, have the po-
tential to develop students’ mathematical literacy on both cornerstones. Teachers have a key
role to play in this process, as they need to acquire appropriate competencies in mathematical
literacy themselves first in order to be able to organise and implement appropriate learning sit-
uations in their teaching. The aim of the empirical part was to develop a scheme for assessing
the quality of Fermi problems created by prospective primary school teachers for their imple-
mentation in mathematics lessons. For this purpose, we analysed examples of Fermi problems
for fifth graders designed by prospective primary school teachers The problems were evaluated
according to the characteristics of the modelling process: the complexity of the mathematiza-
tion, the complexity of determining the data needed for the solution, the number of cycles in
modelling, and the linguistic relevance of the problem. We defined as qualitative those Fermi
problems which can be identified as having a high complexity of determining the data needed
for the solution, have a high level of mathematization, are linguistically appropriate, and have
more than one cycle. We argue that Fermi problems with such characteristics have a great po-
tential in the process of developing mathematical literacy in students at basically all levels. We
want to encourage prospective primary school teachers, as well as other stakeholders, to create
their own Fermi problems. We believe that a given scheme for evaluating the quality of Fermi
problems can guide teachers in creating their own problems or in deciding which problems are
appropriate for classroom implementation according to the objectives.
Keywords: mathematical literacy, problems, Fermi problems, modelling, teaching mathematics,
prospective primary school teachers
A Contextual Approach to Teaching Algebra in Elementary Education
Sanja Maricˇic´, sanjamaricic10@gmail.com
University of Kragujevac, Faculty of Education in Užice, Serbia
Coauthor: Nenad Milinkovic´
The authors underline the importance of mastering algebra-related content, but also difficulties
associated with the acquisition of such content at an early age, students’ comprehension of
algebra and the application of knowledge in problem-solving. Within this context, they point
out the characteristics, importance and effects that can be achieved in mathematics education
through the implementation of a contextual approach to teaching algebra. The aim of the study
was to examine the effects that the contextual approach to teaching algebra in junior elementary
school had on student achievement. We organised an experimental study (experiment with
parallel groups) on a sample (N = 192) to determine whether a methodological approach based
on the principles of contextual learning results in the improvement of learning and student
achievement in comparison to the traditional model utilised in mathematics education, and we
chose algebra for that purpose. Results of the final measurement show that students from the
experimental group, who were exposed to the experimental programme, have achieved better
results than students whose work was based on the traditional model. This study has shown
that a contextual approach to teaching algebra has significant effects on student achievement,
improves their understanding of algebra-related content, and their application of the acquired
knowledge in problem-solving.
Keywords: contextual approach, early algebra, mathematics education, mathematics, student
achievement.
408
