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2. Orientacija v predšolskem obdobju : diplomska nalogaAlenka Šimec, 2025, undergraduate thesis Keywords: orientacija, predšolsko obdobje, otroci, tridimenzionalni prostor, dvodimenzionalni prostor, notranji prostor, zunanji prostor, motivacija
Published in RUP: 07.01.2026; Views: 196; Downloads: 9
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5. An empirical study on basic and conceptual knowledge, procedural knowledge and problem solving among primary school studentsAmalija Žakelj, Tina Štemberger, Andreja Klančar, 2025, original scientific article Abstract: In this paper, we present the results of an empirical study examining the achievements of Slovenian elementary school students in arithmetic, with a particular focus on decimal numbers at the levels of basic and conceptual, procedural and problem-solving knowledge. The study aimed to determine whether there are differences or correlations between students' achievements in decimal numbers at these levels of knowledge and whether performance at one level can predict performance at another. Based on an empirical non-experimental study involving 100 Slovenian elementary school students, the findings revealed significant correlations and statistically significant differences between students' achievements at the levels of basic, conceptual, procedural and problem-solving knowledge of decimal numbers. Furthermore, performance at the levels of basic and conceptual, and procedural knowledge were found to predict performance in problem-solving tasks, and vice versa. The study's results indicate that gaps in basic and conceptual or procedural knowledge are reflected in difficulties when solving complex problems, where success often depends on the accuracy of intermediate steps within the solution process.
Keywords: decimal numbers, basic and conceptual knowledge, procedural knowledge, problem-solving knowledge, arithmetic, mathematics
Published in RUP: 11.07.2025; Views: 784; Downloads: 7
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6. 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: 982; Downloads: 11
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