1. Razvijanje pojmov mogoče, nemogoče in gotovo pri učencih 1. razreda gozdne šole : diplomska nalogaJana Krek, 2026, undergraduate thesis Keywords: verjetnost, mogoče, nemogoče, gotovo, zgodnje matematično učenje, gozdna pedagogika, naravno učno okolje
Published in RUP: 03.07.2026; Views: 129; Downloads: 12
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5. Napredne statistične metode in JamoviDaniel Doz, Tina Štemberger, 2025, scientific monograph Abstract: Monografija Napredne statistične metode in Jamovi predstavlja nadaljevanje monografije Osnovne statistične metode in Jamovi. Namen pričujoče monografije je natančen, jasen in ustrezno znanstveno utemeljen pregled naprednejših statističnih metod ter prikaz njihove uporabe v odprtokodnem programu za obdelavo podatkov Jamovi. Pomemben element monografije so tudi pripravljene možne razlage/interpretacija dobljenih rezultatov ter sistematičen in pregleden proces obravnave od zastavitve hipotez do diskusije o možnostih njihove potrditve.
Keywords: statistična obdelava, grafični uporabniški vmesniki, računalniški programi
Published in RUP: 25.03.2026; Views: 438; Downloads: 14
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6. Factors affecting students’ performance on national assessments of mathematics in Italy : a random forest approachDaniel Doz, Bor Bregant, 2024, original scientific article Abstract: This paper investigates the impact of teacher-assigned grades in Mathematics and Italian, students’ gender, and geographical macroregion on students’ performance in the Italian INVALSI mathematics assessment, using Random Forest analysis across grades 2, 5, 8, 10, and 13. Findings revealed that the two most influential factors are mathematics and Italian teacher-assigned grades, followed by gender. Boys consistently achieve higher INVALSI scores, while girls receive higher teacher-assigned grades. Performance disparities are observed among the five Italian geographic macroregions, with students from northern and central Italy performing better. Linguistic abilities and gender show varying significance across grades. The role of geographic macroregion is more pronounced in high school. Results were confirmed using Boosting Regression, validating the findings. This study highlights the significance of teacher-assigned grades, linguistic skills, gender, and geographic disparities in predicting students’ performance on the INVALSI mathematics test, showcasing the value of machine learning modelsin addressing educational equity.
Keywords: INVALSI, mathematics, national assessment, random forest, grades
Published in RUP: 22.01.2026; Views: 754; Downloads: 6
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7. Predicting Italian students’ mathematics outcomes : a decision tree regression analysisDaniel Doz, Darjo Felda, Mara Cotič, 2025, original scientific article Abstract: The present paper aims to investigate the factors that influence the achievements of Italian students on the National Mathematics Assessment INVALSI. The study is a quantitative non-experimental research and utilizes the Decision Tree Method (DTM), a data mining and machine learning approach, to analyze the relationships and interactions among the variables and their influence on students’ mathematics performance. The sample for the study consists of 15,344 grade-10 students who took the INVALSI test in the school year 2021/22. Findings show that school typology had the highest relative importance, followed by students’ school grades in mathematics, socioeconomic status, geographic macroregion, gender, age, and, finally, origin. Based on these results, policymakers and educators should prioritize interventions that enhance educational environments and individual academic proficiency, particularly focusing on school type, mathematics grades, and students’ ESCS, to improve student achievements and promote deeper learning.
Keywords: INVALSI, decision tree, cross-validation, mathematics
Published in RUP: 19.01.2026; Views: 621; Downloads: 12
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10. 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: 1518; Downloads: 9
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