magistrsko delo
Maja Zagradišnik (Author), Vida Manfreda Kolar (Mentor)

Abstract

Z matematiko se v svojih vsakodnevnih dejavnostih zelo pogosto srečamo. Tudi otroci se že zelo zgodaj srečujejo z matematiko v igri in vsakodnevnih dejavnostih. Učiteljeva naloga je, da otroku matematiko čimbolj približa, zbudi njegovo zanimanje in radovednost. Pri tem mu je v veliko pomoč spoznanje, kaj otrok že zmore in česa še ne, kolikšno je njegovo znanje na začetku šolanja, pri katerih vsebinah je njegovo znanje šibko in pri katerih močno. Tako ve, katere vsebine je potrebno še posebej približati otroku in kaj je potrebno še dodatno utrjevati. V teoretičnem delu magistrskega dela je predstavljen učni načrt za matematiko, njegove naloge, namen in zgradba. Osredotočili smo se na učne cilje pri aritmetiki, predvsem na tiste, ki se ponavljajo, dopolnjujejo in nadgrajujejo skozi prvo triletje. Opisano je poučevanje sklopa aritmetike v prvem triletju osnovne šole. V nadaljevanju je opisana Gagnejeva taksonomija znanj, ki jo pri klasifikaciji znanj pri pouku matematike najpogosteje uporabljamo. Predstavljena je Piagetova kognitivna teorija, ki se najbolj izmed vseh spoznavnih teorij veže na razvoj številskih predstav. Navezali smo se tudi na kasnejše kritike te teorije, nove raziskave in ugotovitve. V empiričnem delu smo raziskali, kakšno je znanje prvošolcev o aritmetiki, s katero se srečajo v prvem triletju osnovne šole. Zanimalo nas je, ali dosegajo cilje, ki so v učnem načrtu določeni za prvi razred, in v kolikšni meri jih presegajo. Preverili smo, pri katerih vsebinah aritmetike in pri katerih vrstah znanja učenci v največji meri presegajo učne cilje, ki so v učnem načrtu opredeljeni za prvi razred. Preverili smo tudi, ali se znanje učencev pri aritmetiki razlikuje glede na spol. Rezultati raziskave so pokazali, da so bili učenci zelo uspešni in dosegajo učne cilje, ki so v učnem načrtu navedeni za prvi razred. V veliki meri dosegajo tudi cilje za drugi in tretji razred. Glede vsebin aritmetike so znanje, predvideno za prvi razred, v večji meri presegali pri nalogah, ki so spadale v sklop naravnih števil in števila 0, v primerjavi z nalogami iz sklopa računskih operacij in njihovih lastnosti. Razlike med spoloma so se pojavljale, vendar niso bile statistično pomembne.

Keywords

aritmetika;prvi razred;učni načrt;znanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Zagradišnik]
UDC: 51:373.3(043.2)
COBISS: 12223049 Link will open in a new window
Views: 532
Downloads: 77
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Other data

Secondary language: English
Secondary title: Students knowledge in arithmetic in the first grade of elementary school
Secondary abstract: We often encounter mathematics in our everyday activities. Children are, already at an early age, faced with mathematics during play times and everyday activities. A teacher's task is to introduce a child to mathematics, awaken his interest and curiosity. In doing so, it is immensely helpful that the teacher knows what the child is and is not capable of doing, how much knowledge the child has at the beginning of schooling and in which contents is his knowledge stronger or weaker. This way the teachers knows what contents need to be especially introduced to the child and what needs to be further refreshed. The theoretical part of the thesis presents the curriculum for mathematics, its tasks, its purpose and its structure. I focused on learning goals in arithmetic, especially on those that are repeated, complemented, and upgraded through the first three years of primary school. The teaching of arithmetic in the first three years of primary school is described. Next, Gagne's taxonomy of knowledge is described. It is most commonly used in classifying knowledge in mathematics’ classes. Piaget's theory of cognitive development is presented, which most of all cognitive theories relates to the development of the representation of numbers. I also referenced later criticisms of this theory, new research and findings. In the empirical part, we studied the knowledge of first grade students on arithmetic with which they are presented in the first three years of primary school. We were interested in whether they achieved the goals set in the curriculum for the first grade and to what extent they exceed them. We have checked in which contents of arithmetic and for which types of knowledge pupils largely exceed the learning objectives defined in the curriculum for the first grade. We also checked whether pupils' knowledge of arithmetic varies by gender. The results of the research showed that pupils were very successful and achieved the learning objectives that are included in the curriculum for the first grade. To a considerable extent, goals for the second and third grades are also achieved. Regarding the contents of arithmetic, the knowledge expected for first grade was exceeded to a greater extent in the tasks that belonged to the set of natural numbers and the number 0, in comparison with the tasks from mathematical operations and their properties. There were differences between genders, but they were not statistically significant.
Secondary keywords: mathematics;primary education;matematika;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji
Pages: 74 str.
ID: 10990580