1. An empirical study on basic and conceptual knowledge, procedural knowledge and problem solving among primary school studentsAmalija Žakelj, Tina Štemberger, Andreja Klančar, 2025, izvirni znanstveni članek Opis: 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.
Ključne besede: decimal numbers, basic and conceptual knowledge, procedural knowledge, problem-solving knowledge, arithmetic, mathematics
Objavljeno v RUP: 11.07.2025; Ogledov: 80; Prenosov: 3
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2. Inquiry‑based learning in Grade 9 mathematics : assessing outcomes across Gagné’s taxonomyDaniel Doz, Amalija Žakelj, Mara Cotič, 2025, izvirni znanstveni članek Opis: 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.
Ključne besede: algebra, equations, inquiry-based learning, mathematics, problem-solving
Objavljeno v RUP: 04.07.2025; Ogledov: 138; Prenosov: 3
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3. A note on girth-diameter cagesGabriela Araujo-Pardo, Marston D. E. Conder, Natalia García-Colín, György Kiss, Dimitri Leemans, 2025, izvirni znanstveni članek Opis: In this paper we introduce a problem closely related to the Cage Problem and the Degree Diameter Problem. For integers k ≥ 2, g ≥ 3 and d ≥ 1, we define a (k; g, d)-graph to be a k-regular graph with girth g and diameter d. We denote by n₀(k; g, d) the smallest possible order of such a graph, and, if such a graph exists, we call it a (k; g, d)-cage. In particular, we focus on (k; 5, 4)-graphs. We show that n₀(k; 5, 4) ≥ k² + k + 2 for all k, and report on the determination of all (k; 5, 4)-cages for k = 3, 4 and 5 and of examples with k = 6, and describe some examples of (k; 5, 4)-graphs which prove that n₀(k; 5, 4) ≤ 2k² for infinitely many k.
Ključne besede: cages, girth, degree-diameter problem
Objavljeno v RUP: 10.06.2025; Ogledov: 192; Prenosov: 8
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8. Učinek kompleksnosti v okolju korporativnega upravljanja : doktorska disertacijaGregor Žvipelj, 2022, doktorska disertacija Ključne besede: racionalna nepozornost, pristranskost kompleksnosti, zavajanje z razkritji, moralni hazard, nepravilnost kot posledica asimetrije, informacijska prenasičenost, agencijski problem, učinek kompleksnosti
Objavljeno v RUP: 26.08.2022; Ogledov: 2025; Prenosov: 121
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10. On [plus/minus] 1 eigenvectors of graphsDragan Stevanović, 2016, izvirni znanstveni članek Opis: While discussing his spectral bound on the independence number of a graph, Herbert Wilf asked back in 1986 what kind of a graph admits an eigenvector consisting solely of ▫$\pm 1$▫ entries? We prove that Wilf's problem is NP-complete, but also that the set of graphs having a ▫$\pm 1$▫ eigenvector is quite rich, being closed under a number of different graph compositions.
Ključne besede: eigenvector, adjacency matrix, Wilf's problem
Objavljeno v RUP: 03.01.2022; Ogledov: 1907; Prenosov: 32
Celotno besedilo (325,02 KB) |
