Konstruktivistični pristop pri poučevanju delov celote in uvajanju v ulomke

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Vegelj]
UDC:	37.091.3:51(043.2)
COBISS:	9324873
Views:	692
Downloads:	141
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The constructivist approach to teaching parts of a whole and introducing fractions
Secondary abstract:	In the thesis The Constructivist Approach to Teaching Parts of a Whole and Introducing Fractions the focus has been laid on the constructivist approach to teaching which provides pupils deeper, more solid and more useful knowledge. The second part of the theoretical topic presentation there is a more detailed presentation of the parts of a whole and fractions: ways of naming them, various approaches to fractions and mathematical operations that pupils meet while dealing with this topic. Very important for the work are also depictions that constantly intertwine with the contents and help understand the fractions as such and dealing with them more easily. In constructivist teaching of parts of a whole it is extremely important to provide pupils with problem situations that will strengthen their basic knowledge and develop it into new findings which can be used effectively in ever new situations they encounter. The knowledge pupils gain with their active cooperation will be internalised more, which is very important with parts of a whole, as it helps pupils comprehend more complex tasks of rational numbers more easily. The empirical part consists of a practical task – ten pupils were individually confronted by eight different exercises and situations from the topic of parts of a whole, the type of which pupils rarely encounter in regular class work. Cognitive conflicts that pupils experienced in the given situations have shown us their notion of parts of a whole. Attention was mainly paid to wrong notions. Individual approach with each pupil obliged to actively cooperate has made it possible for the latter to show soon. With appropriate guiding we have then tried to eliminate them and achieve progress in understanding of parts of a whole with pupils who initially had wrong notions. Success with this method was high, which has also been presented in the comparison of the initial and the final answers of pupils. They clearly show the notable progress of each individual pupil.
Secondary keywords:	mathematics;teaching model;primary school;matematika;didaktični model;osnovna šola;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	VI, 108 str.
Type (ePrints):	thesis
Title (ePrints):	The constructivist approach to teaching parts of a whole and introducing fractions
Keywords (ePrints):	konstruktivizem
Keywords (ePrints, secondary language):	constructivism
Abstract (ePrints):	V diplomskem delu z naslovom Konstruktivistični način poučevanja delov celote in uvajanj v ulomke smo se najprej osredotočili na konstruktivistični pristop k poučevanju, ki učencem nudi globlje, trdnejše in bolj uporabno znanje. V drugem delu teoretične predstavitve smo podrobneje predstavili temo deli celote in ulomki: načine poimenovanja le-teh, različne vidike ulomkov in operacije, s katerimi se učenci srečujejo pri njihovi obravnavi. Velik pomen imajo tudi ponazorila, ki se ves čas prepletajo z vsebino in pripomorejo k lažjemu razumevanju ulomkov ter delu z njimi. Pri konstruktivističnem poučevanju delov celote je pomembno, da učencem ponudimo problemske situacije, s katerimi krepijo osnovno znanje in na njem gradijo nova spoznanja, ki jih potem s pridom uporabljajo v novih situacijah. Znanje, ki ga učenec usvoji s svojim aktivnim delom, se bolj ponotranji, kar je pri delih celote zelo pomembno, saj kasneje učenci lažje sledijo kompleksnejšim nalogam, ki jih prinašajo racionalna števila. V empiričnem delu smo desetim učencem individualno zastavili osem različnih nalog in situacij s področja delov celote, s kakršnimi se učenci pri pouku le redko srečajo. Kognitivni konflikti, ki so jih učenci ob danih situacijah doživljali, so nam pokazali, kakšne so njihove predstave o delih celote. Pozorni smo bili predvsem na napačne predstave. Individualni pristop, pri katerem je vsak učenec moral aktivno sodelovati, je prispeval k temu, da so se le-te hitro pokazale. S pravilnim vodenjem smo jih nato poskušali odpraviti in s tem pri učencih doseči napredek pri razumevanju delov celote. Uspešnost našega načina dela je bila visoka, kar smo prikazali tudi s primerjavo začetnih in končnih odgovorov učencev, v katerih je bilo opaziti viden napredek vsakega posameznega učenca.
Abstract (ePrints, secondary language):	In the thesis The Constructivist Approach to Teaching Parts of a Whole and Introducing Fractions the focus has been laid on the constructivist approach to teaching which provides pupils deeper, more solid and more useful knowledge. The second part of the theoretical topic presentation there is a more detailed presentation of the parts of a whole and fractions: ways of naming them, various approaches to fractions and mathematical operations that pupils meet while dealing with this topic. Very important for the work are also depictions that constantly intertwine with the contents and help understand the fractions as such and dealing with them more easily. In constructivist teaching of parts of a whole it is extremely important to provide pupils with problem situations that will strengthen their basic knowledge and develop it into new findings which can be used effectively in ever new situations they encounter. The knowledge pupils gain with their active cooperation will be internalised more, which is very important with parts of a whole, as it helps pupils comprehend more complex tasks of rational numbers more easily. The empirical part consists of a practical task – ten pupils were individually confronted by eight different exercises and situations from the topic of parts of a whole, the type of which pupils rarely encounter in regular class work. Cognitive conflicts that pupils experienced in the given situations have shown us their notion of parts of a whole. Attention was mainly paid to wrong notions. Individual approach with each pupil obliged to actively cooperate has made it possible for the latter to show soon. With appropriate guiding we have then tried to eliminate them and achieve progress in understanding of parts of a whole with pupils who initially had wrong notions. Success with this method was high, which has also been presented in the comparison of the initial and the final answers of pupils. They clearly show the notable progress of each individual pupil.
Keywords (ePrints, secondary language):	constructivism
ID:	8310627