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3. An experimental problem-based approach in mathematics teaching and mathematical problem-solving performance in grade 3 primary school pupilsDaniel Doz, Mara Cotič, Nastja Cotič, 2025, original scientific article Abstract: Problem-solving is a key aspect of mathematics instruction. Although it is part of several national curricula, its implementation is still being vastly explored. The present research, which is part of a larger project, aimed to investigate the effect of using problem-oriented in struction in grade 3 of primary school on students’ mathematical abilities of solving problems in arithmetic, geometry, and logic. The study used a pedagogical experiment, with a sample of 240 pupils in Grade 3 from four randomly selected Slovenian primary schools. Students were divided into two groups: 100 in the experimental group and 140 in the control group. Two tests of mathematical knowledge, constructed by the authors, were used to assess potential differences between the groups before and after the experiment took place. The results showed that the use of an experimental model of problem-based learning had a statistically significant effect on pupils’ mathematics problem-solving achievement in all the domains of mathematics (i.e., arithmetic, geometry, logic & set theory). The study suggests that modern school reforms should focus on problem-based mathematics instruction as a means of achieving meaningful and lasting knowledge in students. Additional research is needed to replicate the results due to the limited number of participants in the present research.
Keywords: achievements, control group, elementary, experiential group, problems
Published in RUP: 11.08.2025; Views: 638; Downloads: 6
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4. Inquiry‑based learning in Grade 9 mathematics : assessing outcomes across Gagné’s taxonomyDaniel Doz, Amalija Žakelj, Mara Cotič, 2025, original scientific article Abstract: Inquiry-based learning (IBL) in mathematics is a student-centered approach that encourages exploration, problem-solving, and critical thinking, allowing students to actively engage with mathematical concepts and discover relationships through hands-on activities and collaborative learning. Despite the growing interest in IBL within mathematics education, which has demonstrated the efectiveness of this method on students’ achievements, less is known about its impact on Gagné’s taxonomy of knowledge (conceptual, procedural, and problem-solving knowledge). This study, based on Bruner’s instructional model, compares the efectiveness of IBL against traditional teaching methods in promoting mathematical learning across Gagné’s three taxonomies of knowledge in Grade 9 algebra content, using a sample of 258 Slovenian students (132 in the experimental group). Results show that the experimental group outperformed the control group in most areas, with no signifcant diference observed in procedural knowledge. The study suggests that IBL enhances students’ conceptual understanding and problem-solving abilities by fostering deeper engagement and critical thinking but may not have the same impact on procedural fuency, which requires repetitive practice.
Keywords: algebra, equations, inquiry-based learning, mathematics, problem-solving
Published in RUP: 04.07.2025; Views: 860; Downloads: 9
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