diplomsko delo
Neža Šmigoc (Author), Tatjana Hodnik Čadež (Mentor)

Abstract

Diplomsko delo z naslovom Reprezentiranje reševanja besedilnih nalog pri predšolskih otrocih obravnava različne reprezentacije, s katerimi si predšolski otroci lahko pomagajo pri reševanju besedilnih nalog. Reprezentiranje matematičnih nalog je pri učenju matematike zelo pomembno, saj lahko z njihovo pomočjo učenci matematično razmišljajo, se matematično sporazumevajo in raziskujejo ter razlagajo pomene matematičnih pojmov. Če otrokom omogočimo, da raziskujejo več načinov predstavitve nekega matematičnega pojma na medsebojno povezan način, s tem pripomoremo k razvoju njihovega konceptualnega razumevanja pojma in matematičnega razmišljanja na splošno. Reševanje matematičnih besedilnih nalog pomaga otrokom vzpostavljati povezave med konceptualnim in matematičnim znanjem. Z reševanjem besedilnih nalog se naučijo uporabiti znanje in veščine v realnem življenju. Besedilne naloge se zdijo kot nekakšen most med realnim življenjem in matematiko, vendar se otroci ob reševanju srečujejo s številnimi težavami. V empiričnem delu sem raziskovala, kako uspešno otroci rešujejo besedilne naloge, ali jim jih uspe rešiti s konkretno, grafično in simbolno reprezentacijo, v kakšni relaciji je reprezentacija besedilne naloge z uspešnostjo reševanja besedilnih nalog pri otrocih ter katero reprezentacijo otroci najpogosteje izberejo za reševanje besedilnih nalog. Izkazalo se je, da otroci v starosti pet in šest let že precej uspešno rešujejo besedilne naloge. Z analizo sem ugotovila, da jim najbolj pomaga konkretna reprezentacija. Simbolno reprezentacijo sicer že poskušajo uporabljati, vendar njihovi zapisi še niso matematično pravilni. Večinoma že znajo uporabiti konvencionalne simbole – številke, vendar so te pogosto obrnjene. Pri grafični reprezentaciji največkrat upodobijo objekte, ki so bili predmet njihove konkretne reprezentacije. Pogosto besedilno nalogo rešijo tudi na pamet, brez pomoči reprezentacij, s pomočjo priklica dejstev.

Keywords

besedilne naloge;seštevanje in odštevanje;predšolski otroci;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Šmigoc]
UDC: 373.2.016:51(043.2)
COBISS: 29257219 Link will open in a new window
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Downloads: 27
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Other data

Secondary language: English
Secondary title: Presenting word problems solving of preschool children
Secondary abstract: The thesis Presenting Word Problems Solving of Preschool Children discusses various manners in which preschool children can help themselves when solving word problems. Representing mathematical tasks is critical when learning the subject, as it aids the pupils in thinking mathematically, communicating mathematically, as well as examining and explaining the meanings of mathematical concepts. Enabling children to explore several different ways of presenting a mathematical concept in an interconnected manner encourages the development of their conceptual understanding of the idea, as well as mathematical reasoning in general. Solving mathematical word problems assists children in making connections between their conceptual and procedural mathematical knowledge. By solving such word problems, they learn to apply this knowledge and their skills in real life. In a way, word problems resemble a bridge between real life and mathematics, yet children face many difficulties when solving them. For the empirical component of the thesis, I researched firstly, how successfully children solve word problems, secondly, whether they manage to solve them using concrete, graphic or symbolic representation, thirdly, the relationship between the representation of the word problem on the one hand and the success of the solution of such a word problem on the other, and, lastly, which representation children choose most often for the task. The results show that children between the ages of five and six are already capable of solving word problems rather successfully. Through analysis, I found that a concrete representation is most helpful to this age group. Although they already attempt to employ symbolic representations, their annotation is not yet mathematically correct. Predominantly, they already know how to use conventional symbols – numbers – albeit these are often inverted. When employing graphic representation, children most often depict objects which have been the subject of their concrete representation. Often, they solve the word problem spontaneously, without the help of representations, but rather by recalling facts.
Secondary keywords: pre-school education;mathematics;predšolska vzgoja;matematika;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 67 str.
ID: 12036797