ISTRAŽIVAČKA NASTAVA MATEMATIKE – PUT KA RANOM ALGEBARSKOM OBRAZOVANJU

Abstract

The authors emphasize the significance of introducing algebraic content in early education, while also addressing the inherent challenges and difficulties associated with such learning. With the aim of developing a methodological framework for teaching algebra that promotes conceptual understanding, the paper draws attention to the potential of inquiry-based instruction. Within this context, the authors identify the key features and didactic merit soft his approach and propose a structured teaching framework comprising the following phases: provocation, question formulation, experimentation, discussion, reflection, and documentation. The central idea is that students, through these phases, explore and construct early algebraic concepts by engaging with and manipulating concrete materials. Through selected content examples, the paper illustrates how inquiry-based instruction can support the development of key algebraic concepts such as functional dependency, equations, and inequalities, and how students can attain a deeper understanding of solving equations and inequalities. The ultimate goal of this approach to early algebra instruction is to enhance students’ comprehension of fundamental algebraic concepts through active engagement in the construction of their own knowledge.