Vloga števila nič v različnih kontekstih

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[K. Mrak]
UDC:	51:373.3(043.2)
COBISS:	9318217
Views:	1737
Downloads:	330
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The role of the number zero in different contexts
Secondary abstract:	The number zero represents an integer, that can be found between the number 1 and -1 on the number line. The number zero separates natural numbers and divides them into positive and negative integers. The Babylonians were allegedly the first to use the number zero; as far back as 300 BC they added zero to the abacus, a simple counting frame, by marking empty space with two wires. In the 5th Century, the mathematicians of India gave the number zero a numerical value and a regular fixed position on the number line. The number zero always played a special role in history, for it differs from any other number. Even today, it has a specific role - e.g. we always start counting with the number 1 and leave zero out. A similar example is the way we count time, as the calendar year zero was left out and we started with year 1. Because we were interested if the number of zero today is a student problem, we decided to examine this in the empirical part. In the practical part of this BA thesis we researched the role of the number zero in numerical operations as well as the comprehension of its positional value. The data was gathered via a written test taken by 10 randomly chosen pupils of the 5th grade of the Primary School. It has been established that the most mistakes occur when dividing by zero and when dividing in cases, where the zero occurs in the process of computation. When estimating the comprehension of the positional value of the number zero, the most mistakes occurred when estimating the result, where zero in record define the size of number, less at written record of the positional value of the number, that the record contains the number zero. Arithmetic operations of addition, substraction and multiplication aren't causing problems to students and they were, on everage, very successful.
Secondary keywords:	mathematics;matematika;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	80 str., [4] f. pril.
Type (ePrints):	thesis
Title (ePrints):	The role of the number zero in different contexts
Keywords (ePrints):	število nič
Keywords (ePrints, secondary language):	the number zero
Abstract (ePrints):	Število nič predstavlja celo število, ki na številski premici leži pred številom 1 in za številom –1, ter ločuje pozitivna števila od negativnih števil. Za začetnike uporabe števila nič štejemo Babilonce, ki so že okoli leta 300 pred našim štetjem na preprosti računski napravi, imenovani abakus, začeli uporabljati prazen prostor in ga označili z dvema klinoma. Okoli 5. stoletja so indijski matematiki številu nič dodelili številčno vrednost in stalno mesto na številski premici. Število nič je imelo v zgodovini vedno neko posebno vlogo, ker je drugačno od drugih števil. Še dandanes je njegova vloga specifična pri štetju, ker štetje vedno začnemo s številom 1 in število nič kar izpustimo. Tak primer je tudi štetje našega časa, ker je bilo koledarsko leto nič izpuščeno in se je štetje začelo z letom 1. Ker nas je zanimalo, ali število nič tudi dandanes učencem še vedno predstavlja težave, smo se odločili to proučiti v empiričnem delu. V raziskavi diplomskega dela smo preverjali vlogo števila nič pri računskih operacijah ter razumevanje njegove mestne vrednosti. Podatke smo zbirali s pisnim preverjanjem znanja, ki ga je pisalo 10 naključno izbranih učencev 5. razreda osnovne šole. Ugotovili smo, da se je največ napak pojavljalo pri deljenju s številom nič ter pri deljenju v primerih, kjer se je ničla pojavila v postopku računanja. Pri razumevanju mestne vrednosti števila nič pa se je največ napak pojavljalo pri oceni rezultata, kjer ničle v zapisu določajo velikost števila, nekoliko manj pri zapisu mestne vrednosti števila, ki v zapisu vsebuje število nič. Pri računskih operacijah seštevanja, odštevanja in množenja učenci niso imeli težav in so bili v povprečju zelo uspešni.
Abstract (ePrints, secondary language):	The number zero represents an integer, that can be found between the number 1 and -1 on the number line. The number zero separates natural numbers and divides them into positive and negative integers. The Babylonians were allegedly the first to use the number zero; as far back as 300 BC they added zero to the abacus, a simple counting frame, by marking empty space with two wires. In the 5th Century, the mathematicians of India gave the number zero a numerical value and a regular fixed position on the number line. The number zero always played a special role in history, for it differs from any other number. Even today, it has a specific role - e.g. we always start counting with the number 1 and leave zero out. A similar example is the way we count time, as the calendar year zero was left out and we started with year 1. Because we were interested if the number of zero today is a student problem, we decided to examine this in the empirical part. In the practical part of this BA thesis we researched the role of the number zero in numerical operations as well as the comprehension of its positional value. The data was gathered via a written test taken by 10 randomly chosen pupils of the 5th grade of the Primary School. It has been established that the most mistakes occur when dividing by zero and when dividing in cases, where the zero occurs in the process of computation. When estimating the comprehension of the positional value of the number zero, the most mistakes occurred when estimating the result, where zero in record define the size of number, less at written record of the positional value of the number, that the record contains the number zero. Arithmetic operations of addition, substraction and multiplication aren't causing problems to students and they were, on everage, very successful.
Keywords (ePrints, secondary language):	the number zero
ID:	8310603