magistrsko delo
Alenka Pevec (Author), Alenka Lipovec (Mentor)

Abstract

Pri pouku matematike se učenci v 5. razredu srečajo s pojmoma obseg in ploščina pri enoti geometrije in merjenja, natančneje pri obravnavi likov in teles. Pojma opredelijo, razlikujejo med njima, merijo ter računajo vrednosti pri večkotnikih brez uporabe obrazcev. Predhodne študije so pokazale, da dana koncepta učenci dojemajo kot navodilo za izvedbo računskega postopka (obrazec) in ne kot matematična koncepta ter imajo težave z razlikovanjem med obsegom in ploščino. V zaključnem delu smo se posvetili slednjemu, saj smo raziskali aktivnosti, ki spodbujajo razumevanje in povezovanje ter razlikovanje med omenjenima pojmoma. Te aktivnosti smo v študiji primera praktično preizkusili. Namen magistrskega dela je namreč okrepiti razumevanje obsega in ploščine s pomočjo učnega pristopa z raziskovanjem odnosa med obsegom in ploščino. Na zelo majhnem vzorcu kvalitativne raziskave smo odkrili, da imajo učenci presenetljivo večje težave pri razumevanju obeh pojmov kot pri odnosu med njima. Izkazalo se je, da slabše poznajo uporabnost obsega in ploščine v vsakdanjem življenju, a se zavedajo, da lahko imajo liki z enakimi ploščinami enake ali različne obsege. Rezultati primerjave inicialnega in finalnega testa nakazujejo, da predlagan pristop lahko izboljšuje razumevanje obsega in ploščine ter odnosa med njima. Kot rezultat našega zaključnega dela predstavljamo tudi dobro strukturirane aktivnosti za prihodnjo pedagoško rabo.

Keywords

magistrska dela;obseg;ploščina;geometrija;kontekstualizacija;pouk matematike;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [A. Pevec]
UDC: 37.091.3:51(043.2)
COBISS: 86425347 Link will open in a new window
Views: 1232
Downloads: 103
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Other data

Secondary language: English
Secondary title: Perimeter and area in 5th grade of elementary school
Secondary abstract: In mathematics, students in 5th grade come across the concepts of area and perimeter. These are part of the math course Geometry and Measurement, more specifically, geometric shapes and solids. Students define the concepts, distinguish between them, measure and calculate values for polygons without using formulas. Previous studies have shown that students perceive a given concept as an instruction to do a calculation procedure (a form) rather than as a mathematical concept, and have difficulty distinguishing between perimeter and area. In our master%s thesis, our focus was on the latter, as we researched activities that promote understanding, connection, and differentiation between the two concepts. These activities were practically tested in a case study. The purpose of the master's thesis is to strengthen understanding of perimeter and area using a learning approach by exploring the relationship between them. A very small sample of qualitative research has shown that students have surprisingly greater difficulty in understanding both concepts than the relationship between them. They turned out to be less familiar with the applicability of perimeter and area in everyday life, but are aware that shapes with the same areas can have the same or different perimeters. The results of the comparison of the initial and the final test suggest that the proposed approach may improve the understanding of the perimeter and area as well as the relationship between them. As a result of our thesis, well-structured activities for future pedagogical use are presented.
Secondary keywords: master theses;perimeter;area;geometry;contextualization;mathematics education;Osnovnošolsko učenje in poučevanje;Matematika;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 1 spletni vir (1 datoteka PDF (XIII, 177 str.))
ID: 13050411