Contemporary learning processes in schools and universities could not be imagined without the use of computers and calculators. Naturally, all is good if they are used in order to acquire new knowledge or solve problems from expert subjects in technical schools, which demand large quantity of simple mathematical operations. However, what if frequent use of calculators, either pocket or those installed on every home and school computer, becomes an addiction in students who begin using them while calculating simple mathematical operations, such as multiplying or adding and detracting one-digit numbers or numbers smaller than 20, when they should know this by heart? We arrived at this hypothesis during knowledge tests for students after regular demonstrations and elaborations of Mathematics subject matter. In order to confirm or deny this hypothesis, generic/developmental method, that is, survey was used as one of research techniques (Selimović, 2013., p. 104). The survey was conducted in March during academic 2016/2017 and the sample consisted of 59 students in 2nd grade of Grammar School Tešanj.

This paper presents and analyzes the applicability of three linearization techniques used for solving multi-objective linear fractional programming problems using the goal programming method. The three linearization techniques are: (1) Taylor’s polyno-mial linearization approximation, (2) the method of variable change, and (3) a modification of the method of variable change proposed in [20]. All three linearization techniques are presented and analyzed in two variants: (a) using the optimal value of the objective functions as the decision makers’ aspirations, and (b) the decision makers’ aspirations are given by the decision makers. As the criteria for the analysis we use the efficiency of the obtained solutions and the difficulties the analyst comes upon in preparing the linearization models. To analyze the applicability of the linearization techniques incorporated in the linear goal programming method we use an example of a financial structure optimization problem.

Fractions represent the manner of writing parts of whole numbers (integers). Rules for operations with fractions differ from rules for operations with integers. Students face difficulties in understanding fractions, especially operations with fractions. These difficulties are well known in didactics of Mathematics throughout the world and there is a lot of research regarding problems in learning about fractions. Methods for facilitating understanding fractions have been discovered, which are essentially related to visualizing operations with fractions.