Karakteristike procesa rešavanja matematičkih problemskih zadataka

Abstract

In the process of mathematics education, the development of students' cognitive capacities is stimulated, and thus mathematics education is a key area in which the process of intellectual education in schools takes place. This paper looks at some of the key characteristics of this process, focusing in particular on the role of the complex phenomenon known as the cognitive barrier, which occurs in the process of mathematical problem tasks. In mathematics education , a problem task is typically designed so as to contain that which is required in order to work out the solution. A cognitive barrier thus arises in students' thought process, as does a cognitive challenge of a certain level of intensity. In the process of overcoming the cognitive barrier in working out the solution to a mathematical problem, students have to put in a certain amount of cognitive effort and optimally engage the referential part of their cognitive capacities. The process of problem solving takes place through different thinking activities (thinking operations), and draws on prior knowledge and experience necessary for the efficient solving of certain groups of math tasks. The system of cognitive barriers should be an integral part of the implementation of the mathematics curriculum, so as to enable the initiation of students' thought processes at the optimal level, and the development of various mathematical cognitive microstructures (abilities, skills, knowledge), the development of the capacity for mathematical thinking, and the development of students' overall cognitive capacities.