Trajnost matematičkih znanja učenika srednjih škola stečenih u prvom ciklusu obaveznog obrazovanja

Abstract

Due to the large amount of information they are daily exposed to, the impression is that students are much more likely to forget the teaching content they were exposed to at previous levels of education. Accordingly, the goal of this paper was to examine the sustainability of declarative and procedural knowledge of secondary school students about mathematical contents acquired at regular classes during the first four grades of elementary school. The sample of the survey consisted of 144 students attending several high schools from the territory of the Šumadija district. The respondents were required to solve a test consisting of eight tasks related to declarative and procedural knowledge in the field of geometry and arithmetic and prescribed by lower elementary curricula. The results of the research have shown that there is a disparity regarding the sustainability of declarative knowledge of geometry, while the durability of procedural knowledge of geometry and overall knowledge of arithmetic are similar, regardless of the type of high school that students attend.