Izvleček
Naloga o škatlici in njeni prostornini je zaznamovala moja zadnja štiri leta šolanja na Osnovni šoli Loka Črnomelj. V šestem razredu mi je nalogo podala učiteljica matematike Darinka Rogina. S takratnim znanjem nisem mogel kaj prida računati. Zato sem se naloge lotil s praktičnim raziskovanjem. A skozi leta vse praktično preide v teoretično − na s črnilom popackan list papirja s srednješolsko matematiko.
V svoji raziskovalni nalogi sem obdelal reševanje ene na videz preproste naloge na več načinov na različnih stopnjah znanja. Ocenjeval sem, igral sem se s sladkorjem, računal prostornino kvadrov, s pomočjo GeoGebre risal grafe funkcij ter se seznanil z limitami in odvodi, nato pa odvod še posplošil. Tako najnižja kot tudi najvišja stopnja znanja imata prednosti in slabosti, ki sem jih preučil v raziskovalni nalogi.
Abstract
From Sugar to Derivation
The task including a box and its volume made a lasting impression on me during my last four years of primary school. I was given this task in sixth grade by my mathematics teacher Darinka Rogina, but the knowledge I had at the time was not very useful so I decided to approach it with practical research. However, over time all practical knowledge becomes theoretical – presented on an ink stained piece of paper with secondary school mathematics.
In my research paper, I approached the solving of an apparently simple task in various ways at different knowledge levels. I was estimating, playing with sugar, calculating the volume of a rectangular solid, using GeoGebra to draw graphs of mathematical functions, became acquainted with limits and derivatives and generalised the derivatives. Both the highest and the lowest knowledge level have their strengths and their weaknesses that were the subject of my research paper.