Številske predstave - razumevanje števil do sto

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[M. Jelenc]
UDK:	373.32.016:51(043.2)
COBISS:	9523273
Št. ogledov:	617
Št. prenosov:	87
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Numerical performances - understanding numbers up to one hundred
Sekundarni povzetek:	The theoretical part of the thesis presents the history of counting, outlines research undertaken so far in this area, and focuses on the theories of Piaget and Schaeffer. It also delineates the principles to be taken into account when counting and explains how children understand mathematical symbols. Our research concentrated on lessons, the development of representation of numbers and the representation of mathematical concepts and aimed at determining the most common difficulties faced by children when counting. The thesis identifies counting-related goals included in the curriculum and deals with standards that pupils need to meet in the second grade of elementary school. The empirical part of the thesis examines the representation of numbers of pupils attending the second grade of elementary school with a view to establishing whether they do the following: understand the concept of numbers; are able to write numbers down from dictation; distinguish between cardinal and ordinal numerals; know how to arrange a set o natural numbers up to 100 in ascending order; understand the concept of equality of numbers; know how to write down the relationships between numbers; know how to determine the preceding and succeeding numbers of a given number; are able to translate a concrete representation into symbols and vice versa. We also monitored the strategies they used when solving various exercises. We established that the representation of numbers in children is well developed. However, we anticipated even better results. The research was conducted at the end of the year when the pupils are expected to have certain knowledge of the topic. The pupils were more successful at concrete counting rather than at verbal counting. In addition, they required additional help and instructions from their teacher for certain exercises.
Sekundarne ključne besede:	mathematics;number concept;primary school;matematika;pojem števila;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Strani:	51 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Numerical performances - understanding numbers up to one hundred
Ključne besede (ePrints):	štetje
Ključne besede (ePrints, sekundarni jezik):	counting
Povzetek (ePrints):	V teoretičnem delu smo predstavili zgodovino štetja, kakšne so dosedanje raziskave na tem področju, opisali smo predvsem Piagetovo in Schaefferjevo teorijo, predstavili smo, katera načela moramo upoštevati pri štetju in kako otrok razume matematične simbole. Osredotočili smo se na pouk, na razvijanje številskih predstav, reprezentiranje matematičnih pojmov in na najbolj pogoste težave otrok pri štetju. Prikazali smo, kakšni so cilji za štetje v učnem načrtu ter katere standarde mora učenec doseči v drugem razredu osnovne šole. V empiričnem delu smo raziskovali, kakšne so številske predstave otrok v drugem razredu osnovne šole. Zanimalo nas je, ali učenci razumejo pojem število, znajo zapisati števila po nareku, ločijo med glavnim in vrstilnim števnikom, znajo urediti množico naravnih števil do sto po velikosti, razumejo pojem enakosti dveh števil, znajo zapisati odnose med števili, znajo določiti predhodnik in naslednik danega števila, znajo prevajati konkretno reprezentacijo v simbolni zapis in obratno ter katere strategije štetja uporabljajo pri reševanju različnih nalog. Ugotovili smo, da imajo učenci dobro razvite številske predstave, vendar smo pričakovali še boljše rezultate. Raziskavo smo izvajali pri koncu šolskega leta, ko bi morala biti učna snov že dobro utrjena. Učenci so še vedno uspešnejši pri konkretnem štetju kot pri verbalnem in pri posameznih nalogah še vedno potrebujejo dodatno pomoč in usmerjanje učitelja.
Povzetek (ePrints, sekundarni jezik):	The theoretical part of the thesis presents the history of counting, outlines research undertaken so far in this area, and focuses on the theories of Piaget and Schaeffer. It also delineates the principles to be taken into account when counting and explains how children understand mathematical symbols. Our research concentrated on lessons, the development of representation of numbers and the representation of mathematical concepts and aimed at determining the most common difficulties faced by children when counting. The thesis identifies counting-related goals included in the curriculum and deals with standards that pupils need to meet in the second grade of elementary school. The empirical part of the thesis examines the representation of numbers of pupils attending the second grade of elementary school with a view to establishing whether they do the following: understand the concept of numbers; are able to write numbers down from dictation; distinguish between cardinal and ordinal numerals; know how to arrange a set o natural numbers up to 100 in ascending order; understand the concept of equality of numbers; know how to write down the relationships between numbers; know how to determine the preceding and succeeding numbers of a given number; are able to translate a concrete representation into symbols and vice versa. We also monitored the strategies they used when solving various exercises. We established that the representation of numbers in children is well developed. However, we anticipated even better results. The research was conducted at the end of the year when the pupils are expected to have certain knowledge of the topic. The pupils were more successful at concrete counting rather than at verbal counting. In addition, they required additional help and instructions from their teacher for certain exercises.
Ključne besede (ePrints, sekundarni jezik):	counting
ID:	8311174