Sanela Mešinović (Author), Mara Cotič (Author), Darjo Felda (Author)

Abstract

Piaget je ugotavljal, da je v začetku otrokovega kognitivnega razvoja pomembna konkretno-izkustvena raven. Pri matematiki je pouk naravnan k iskanju poti in strategij reševanja problemov, zato so dejavnosti, ki temeljijo na nazornem in ne abstraktnem razumevanju dobra osnova za prehod na simbolno raven. Pri tem prehodu, od konkretnega k simbolnemu razumevanju osnovnih matematičnih pojmov pa tudi matematičnih problemov, so otroku v pomoč različni didaktični pripomočki. Učitelji razredne stopnje se v splošnem zavedajo, kako pomembna je uporaba konkretnih ponazoril pri matematiki. Učenci v tretjem vzgojno-izobraževalnem obdobju pri pouku matematike pa le malo izkusijo učenje in poučevanje s pomočjo didaktičnih sredstev. Pomembna pa ni le uporaba le-teh, ampak tudi njihova izbira in pravilna raba. Tako smo v 7. razredu osnovne šole oblikovali problemski pouk geometrije z uporabo geoplošče. Želeli smo pokazati, da z njeno uporabo učenci dobro usvojijo osnovne geometrijske pojme in so uspešni pri geometrijskih problemih. Rezultati naše raziskave bodo spodbudili učitelje matematike v tretjem vzgojno-izobraževalnem obdobju, da posodobijo pouk geometrije in uporabljajo ustrezne didaktične pripomočke. S takimi pristopi so učenci motivirani, kar vpliva na boljše znanje iz geometrije.

Keywords

geometrija;tretje vzgojno-izobraževalno obdobje;konkretna ponazorila;geoplošča;

Data

Language: Slovenian
Year of publishing:
Typology: 1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization: UP PEF - Faculty of Education Koper
UDC: 373.3:514.1
COBISS: 1537772996 Link will open in a new window
Views: 2967
Downloads: 73
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Other data

Secondary language: English
Secondary title: The importance of visualization in geometry lessons in the third cycle of primary school
Secondary abstract: Piaget considered the concrete-empirical level to be very important at the beginning of one child's cognitive development. In Mathematics, lessons are aimed towards finding ways and strategies to solve problems. For this reason, the activities based on visual and non-abstract understanding, are good basis for transition to the symbolic level. At the transition from concrete to symbolic understanding of the basic mathematical concepts, as well as problems, child%s understanding can be supported by various didactic materials. Class teachers are generally aware of the importance of using the concrete visualisations in Mathematics. Pupils attending lessons in the third cycle of primary school triad have little experience with learning and teaching with didactic materials. It is important to use them, but the choice and the appropriate usage need to be considered as well. Thus, we have developed problem-based instruction of geometry by using the geoboard in the seventh grade. We wanted to show that using geoboard enables pupils to learn the basic geometric concepts properly and solving geometrical problems successfully. The result of our study will encourage Mathematics teachers in the third cycle of primary school to modernise geometry lessons and use the appropriate didactic material. When teachers use these approaches pupils are more motivated which consequently results in better geometry knowledge.
Secondary keywords: geometry;third cycle in primary school;concrete visualisation;geoboard;
Type (COBISS): Not categorized
Pages: Str. 315-327, 624-625
ID: 9057867