Ključne reči: nastava matematike, reprezentacije, problemski zadatak Key words: teaching Mathematics, representations, problem task info:eu-repo/semantics/review application/pdf 851423 bytes https://phaidrabg.bg.ac.rs/o:29343 ISSN: 0031-3807 Rezime: Sposobnost rešavanja problema smatra se važnom veštinom današnjice. Ova tema istražuje se u oblastima obrazovanja, nauke, tehnologije i matematike. Važan aspekt rešavanja problemskih zadataka jeste njegovo predstavljanje. Problemski zadaci se mogu rešavati formalnim načinima predstavljanja, npr. jednačinama, ili manje formalnim kao što su grafički prikazi. Istraživanja reprezentacija pokazuju da su shematski prikazi odnosa iz zadataka povezani sa sposobnošću vizuelizacije i uspehom u rešavanju matematičkih problema. Takođe, istraživanja potvrđuju da u umu pojedinaca koji uspešno rešavaju zadatke postoji model koji odražava strukturu samog aritmetičkog zadatka. Cilj rada je prikazivanje zajedničkih metodičkih implikacija koje se tiču reprezentacija u rešavanju matematičkih problema. Glavni zaključci su da nastavnici koji će pre svega imati pozitivna uverenja o korisnosti reprezentacija, zajedno sa učenicima, izgrađuju, usavršavaju i kritikuju spoljašnje forme reprezentacija, i da na taj način osposobljavaju učenike za modelovanje u postupku rešavanja problemskih zadataka. Pre toga, neophodno je da reprezentacije i problemski zadaci budu integralni deo nastavnog programa matematike, udžbenika matematike i učioničke kulture kao važni procesi učenja. Summary: Ability of solving problems is considered to be a significant skill nowadays. This topic is researched in the fields of education, technology and mathematics. The significant aspect of solving problem tasks is its representation. Problem tasks should be solved by formal ways of representation, for example by equations, or less formal, such as graphic design. Representations researches show that schematic display of relations from the tasks is connected to the ability of visualization and achievement in solving mathematical tasks. Nevertheless the research sows that the mind of an individual who successfully solves the tasks, there is a model which reflects the structure of the vey arithmetical task. The aim of the paper is showing mutual methodological implications which refer to representations in solving mathematical tasks. Main conclusions lead to the teachers who will have positive attitudes about the usefulness of presentations and together with students build, master and criticize outer forms of representations, and in this way they train students for modelling in the procedure of solving problem tasks. Before all of that it was necessary for the representations and problem tasks to be integral part of the Mathematics syllabus, course book of mathematics and students’ culture as significant processes of learning. 2021 All rights reserved Pedagogija LXXVI(3-4) Јелић, Мила Forum pedagoga Korišćenje reprezentacija u rešavanju problemskih zadataka Using representations in solving problem tasks srp