TY  - CHAP
AU  - Žakelj, Amalija
AU  - Cotič, Mara
AU  - Kadijević, Đorđe
AU  - Lipovec, Alenka
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/992
AB  - Technological advances are increasingly influencing  changes in educational practices and, consequently,  changes in the development of didactics. If in the past,  educational institutions were one of the main ‘sources  of knowledge,’ this is no longer the case, as information is available to the individual at virtually every step. Approaches to learning and teaching mathematics are also changing. Modern approaches to learning and teaching mathematics are based on the active involvement of the learner in the learning process. The purpose of teaching mathematics is not only to impart mathematical knowledge, but also to make students discover, think and build mathematics.
PB  - Koper, Slovenia : Založba Univerze na Primorskem
T2  - Selected topics in the didactics of mathematics
T1  - Learning and teaching mathematics
T1  - Učenje in poučevanje matematike
EP  - 13
SP  - 7
UR  - https://hdl.handle.net/21.15107/rcub_ipir_992
ER  - 

@inbook{
author = "Žakelj, Amalija and Cotič, Mara and Kadijević, Đorđe and Lipovec, Alenka",
year = "2023",
abstract = "Technological advances are increasingly influencing  changes in educational practices and, consequently,  changes in the development of didactics. If in the past,  educational institutions were one of the main ‘sources  of knowledge,’ this is no longer the case, as information is available to the individual at virtually every step. Approaches to learning and teaching mathematics are also changing. Modern approaches to learning and teaching mathematics are based on the active involvement of the learner in the learning process. The purpose of teaching mathematics is not only to impart mathematical knowledge, but also to make students discover, think and build mathematics.",
publisher = "Koper, Slovenia : Založba Univerze na Primorskem",
journal = "Selected topics in the didactics of mathematics",
booktitle = "Learning and teaching mathematics, Učenje in poučevanje matematike",
pages = "13-7",
url = "https://hdl.handle.net/21.15107/rcub_ipir_992"
}

Žakelj, A., Cotič, M., Kadijević, Đ.,& Lipovec, A.. (2023). Learning and teaching mathematics. in Selected topics in the didactics of mathematics
Koper, Slovenia : Založba Univerze na Primorskem., 7-13.
https://hdl.handle.net/21.15107/rcub_ipir_992

Žakelj A, Cotič M, Kadijević Đ, Lipovec A. Learning and teaching mathematics. in Selected topics in the didactics of mathematics. 2023;:7-13.
https://hdl.handle.net/21.15107/rcub_ipir_992 .

Žakelj, Amalija, Cotič, Mara, Kadijević, Đorđe, Lipovec, Alenka, "Learning and teaching mathematics" in Selected topics in the didactics of mathematics (2023):7-13,
https://hdl.handle.net/21.15107/rcub_ipir_992 .

TY  - JOUR
AU  - Kadijević, Đorđe
AU  - Žakelj, Amalija
AU  - Gutvajn, Nikoleta
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/252
AB  - This paper presents the findings that are parts of a larger international project studying the achievements in mathematics and science for students in primary and lower secondary education. Specifically, we focused on the study of differences in mathematics achievement for Serbian and Slovenian fourth-graders. The study used a sample of 7,861 fourth-grade students from Serbia (N = 3,736) and Slovenia (N = 4,125). The results showed that Serbian students had higher overall achievement and scored higher in both the number content and the knowing cognitive domains, whereas Slovenian students scored higher on the geometry content and the data content domains, also having a higher balance among achievements for both content and cognitive domains. It was also found that Slovenian students had higher self-confidence in learning mathematics. Because there were no other significant differences between Serbia and Slovenia with respect to two other contextual variables and the correlations among these three contextual variables, the explanations of the achievement differences were based upon the consideration of various aspects of curriculum, teaching practice, and teachers' professional development in Serbia and Slovenia. The paper raises the question of educational implications of these findings and the possible directions of improving the quality of mathematics teaching.
AB  - U radu su izloženi nalazi koji predstavljaju deo obimnog međunarodnog projekta proučavanja postignuća učenika osnovnih škola u oblasti matematike i prirodnih nauka (TIMSS 2011). Konkretnije, usmerili smo se na proučavanje razlika u matematičkom postignuću srpskih i slovenačkih učenika četvrtog razreda osnovne škole. Istraživanje je sprovedeno na uzorku od 7,861 učenika četvrtog razreda osnovne škole iz Srbije (N=3,736) i Slovenije (N=4,125). Rezultati istraživanja pokazuju da učenici iz Srbije imaju viši nivo ukupnog postignuća i više skorove u sadržinskom domenu Broj i kognitivnom domenu Znanje, dok učenici iz Slovenije imaju više skorove u sadržinskim domenima Geometrija i Podaci, kao i veći balans između postignuća u sadržinskim i kognitivnim domenima. Takođe, utvrđeno je da slovenački učenici imaju viši nivo samopouzdanja u učenju matematike u odnosu na učenike iz Srbije. S obzirom na to da nisu utvrđene značajnije razlike i korelacije po pitanju drugih kontekstualnih varijabli u Srbiji i Sloveniji, objašnjenje razlika u matematičkom postignuću učenika bazirano je na razmatranju različitih aspekata kurikuluma, nastavne prakse i profesionalnog usavršavanja nastavnika. U radu se postavlja pitanje obrazovnih implikacija dobijenih nalaza i mogućih pravaca unapređivanja kvaliteta nastave matematike.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Explaining differences for Serbia and Slovenia in mathematics achievement in fourth grade
T1  - Razlike u matematičkom postignuću učenika četvrtog razreda osnovne škole u Srbiji i Sloveniji
EP  - 38
IS  - 1
SP  - 21
VL  - 64
DO  - 10.5937/NASVAS1501021K
ER  - 

@article{
author = "Kadijević, Đorđe and Žakelj, Amalija and Gutvajn, Nikoleta",
year = "2015",
abstract = "This paper presents the findings that are parts of a larger international project studying the achievements in mathematics and science for students in primary and lower secondary education. Specifically, we focused on the study of differences in mathematics achievement for Serbian and Slovenian fourth-graders. The study used a sample of 7,861 fourth-grade students from Serbia (N = 3,736) and Slovenia (N = 4,125). The results showed that Serbian students had higher overall achievement and scored higher in both the number content and the knowing cognitive domains, whereas Slovenian students scored higher on the geometry content and the data content domains, also having a higher balance among achievements for both content and cognitive domains. It was also found that Slovenian students had higher self-confidence in learning mathematics. Because there were no other significant differences between Serbia and Slovenia with respect to two other contextual variables and the correlations among these three contextual variables, the explanations of the achievement differences were based upon the consideration of various aspects of curriculum, teaching practice, and teachers' professional development in Serbia and Slovenia. The paper raises the question of educational implications of these findings and the possible directions of improving the quality of mathematics teaching., U radu su izloženi nalazi koji predstavljaju deo obimnog međunarodnog projekta proučavanja postignuća učenika osnovnih škola u oblasti matematike i prirodnih nauka (TIMSS 2011). Konkretnije, usmerili smo se na proučavanje razlika u matematičkom postignuću srpskih i slovenačkih učenika četvrtog razreda osnovne škole. Istraživanje je sprovedeno na uzorku od 7,861 učenika četvrtog razreda osnovne škole iz Srbije (N=3,736) i Slovenije (N=4,125). Rezultati istraživanja pokazuju da učenici iz Srbije imaju viši nivo ukupnog postignuća i više skorove u sadržinskom domenu Broj i kognitivnom domenu Znanje, dok učenici iz Slovenije imaju više skorove u sadržinskim domenima Geometrija i Podaci, kao i veći balans između postignuća u sadržinskim i kognitivnim domenima. Takođe, utvrđeno je da slovenački učenici imaju viši nivo samopouzdanja u učenju matematike u odnosu na učenike iz Srbije. S obzirom na to da nisu utvrđene značajnije razlike i korelacije po pitanju drugih kontekstualnih varijabli u Srbiji i Sloveniji, objašnjenje razlika u matematičkom postignuću učenika bazirano je na razmatranju različitih aspekata kurikuluma, nastavne prakse i profesionalnog usavršavanja nastavnika. U radu se postavlja pitanje obrazovnih implikacija dobijenih nalaza i mogućih pravaca unapređivanja kvaliteta nastave matematike.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Explaining differences for Serbia and Slovenia in mathematics achievement in fourth grade, Razlike u matematičkom postignuću učenika četvrtog razreda osnovne škole u Srbiji i Sloveniji",
pages = "38-21",
number = "1",
volume = "64",
doi = "10.5937/NASVAS1501021K"
}

Kadijević, Đ., Žakelj, A.,& Gutvajn, N.. (2015). Explaining differences for Serbia and Slovenia in mathematics achievement in fourth grade. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 64(1), 21-38.
https://doi.org/10.5937/NASVAS1501021K

Kadijević Đ, Žakelj A, Gutvajn N. Explaining differences for Serbia and Slovenia in mathematics achievement in fourth grade. in Nastava i vaspitanje. 2015;64(1):21-38.
doi:10.5937/NASVAS1501021K .

Kadijević, Đorđe, Žakelj, Amalija, Gutvajn, Nikoleta, "Explaining differences for Serbia and Slovenia in mathematics achievement in fourth grade" in Nastava i vaspitanje, 64, no. 1 (2015):21-38,
https://doi.org/10.5937/NASVAS1501021K . .