Abstract: Compare and combine word problems are used in elementary mathematics as a part of standard teaching practice. Their integration enables creation of various types of word problems with different structure and level of difficulty. One of the main obstacles in solving word problems is the use of superficial strategies in which students directly translate words they have recognized as entities and relations into mathematical operations and expressions, without understanding the situational model of the problem. The aim of this paper is to investigate the use of these strategies in solving integrated compare-combine word problems. For this purpose, we posed word problems with varying correspondences between entity keywords and relations given in the text of the problems. One hundred and thirty-four students participated in the study by solving paper and pencil test. Forty-four students were in 2nd grade (7,5 to 8,5 years old students), 48 in 4th grade (9,5 to 10,5 years old students), and 42 in 6th grade (11,5 to 12,5 years old students). Results showed that students did not have different achievement on word problems with different correspondence between entity keywords and relations. The superficial approach they used most often was in identifying relational terms (mathematical operations). As expected, there were differences in achievement and in nature of mistakes regarding students’ level of education (2nd, 4th or 6th grade). Apstrakt: Zadaci poređenja i kombinovanja se koriste u osnovnoškolskoj matematici kao deo uobičajene nastavne prakse. Njihova integracija omogućava kreiranje više tipova tekstualnih zadataka različite strukture i nivoa složenosti. Jedna od glavnih prepreka u njihovom rešavanju je upotreba površinskih strategija u kojima učenici direktno prevode reči koje su prepoznali kao entitete i odnose, u matematičke operacije i izraze, bez razumevanja situacionog modela problema. Cilj ovog rada je da istraži upotrebu ovih strategija u rešavanju integrisanih zadataka poređenja-kombinovanja. U tu svrhu kreirali smo zadatke sa različitim korespondencijama izmedu ključnih reči entiteta i odnosa datih u tekstu zadatka. U istraživanju je učestvovalo 134 učenika koji su rešavali zadatke u formi papir-olovka, od kojih je 44 učenika bilo u 2. razredu (učenici od 7,5 do 8,5 godina starosti), 48 u četvrtom (učenici od 9,5 do 10,5 godina), a 42 u 6. razredu (11,5 do 12,5 godina). Rezultati su pokazali da učenici nisu imali različita postignuća u tekstualnim zadacima sa različitom korespondencijom izmedu ključnih reči i odnosa datih u tekstu zadatka. Površinski pristup koji su učenici najčešće koristili bio je u identifikaciji relacionih pojmova (matematičke operacije). Očekivano, postojale su razlike u postignuću i prirodi grešaka u zavisnosti od stepena obrazovanja učenika (2., 4. ili 6. razred). Superficial Strategies in Solving Compare-Combine Word Problems Površinske strategije u rešavanju tekstualnih zadataka poredenja-kombinovanja application/pdf 229328 bytes Effective Teaching And Learning Of Mathematics Through Bridging Theory And PracticeUčinkovito poučavanje i učenje matematike kroz povezivanje teorije i prakse str. 67-81 2024 Zeljić, Marijana Dabić Boričić, Milana Ilić, Svetlana All rights reserved Osijek: Josip Juraj Strossmayer University of Osijek Faculty of Education School of Applied Mathematics and Informatics info:eu-repo/semantics/article Keywords: compare word problems, combine word problems, problem solving strategies, word problems Ključne reči: tekstualni zadaci poređenja, tekstualni zadaci kombinovanja, strategije rešavanja problema, tekstualni zadaci https://phaidrabg.bg.ac.rs/o:34612 ISBN: 978-953-250-243-5 eng