20.500.12556/RUL-137551 Pomen štetja za razumevanje računskih operacij pri predšolskih otrocih Importance of counting for preschool children’s understanding of arithmetic operations Predšolska vzgoja nudi otroku okolje, v katerem spoznava svet in si pridobiva raznovrstne izkušnje na različnih področjih življenja. Ob igri in različnih dejavnostih otrok spoznava in pridobiva tudi prve izkušnje na področju matematike. Sprva so to preproste dejavnosti, kot so urejanje in razvrščanje. Te kasneje preidejo v bolj kompleksne, kot so spoznavanje števil, štetje in nato tudi reševanje osnovnih računskih operacij. Prav spretnost štetja predstavlja pomemben gradnik kasnejših matematičnih sposobnosti in spretnosti. Z diplomsko nalogo smo želeli ugotoviti pomen štetja za razumevanje računskih operacij v predšolskem obdobju. V teoretičnem delu smo predstavili naravna števila in število nič, preučili štetje otrok v predšolskem obdobju in opisali načela štetja ter osnovne računske operacije, s katerimi že operira predšolski otrok. V empiričnem delu smo pri skupini predšolskih otrok starosti 5–6 let raziskovali, v kolikšni meri bodo predšolski otroci pri štetju upoštevali načela štetja in kakšen vpliv bo imela stopnja njihovega razumevanja štetja na uspešnost reševanja nalog seštevanja, odštevanja, identitete in reverzibilnosti. Preverili smo tudi uspešnost otrok pri reševanju nalog seštevanja in odštevanja ter vpliv subitizacije na njihovo uspešnost računanja. Z raziskavo smo ugotovili, da razumevanje štetja pogojuje razumevanje osnovnih računskih operacij. Če je otrok dosegel dobre rezultate pri štetju, je dosegel tudi dobre rezultate pri računskih operacijah in obratno. Pri razumevanju seštevanja je preučevani vzorec otrok zabeležil dobre rezultate. Najboljše rezultate so otroci zabeležili pri seštevanju s konkretnimi ponazorili in seštevanju s številom nič. Razumevanje odštevanja je v primerjavi z razumevanjem seštevanja pri sodelujočih otrocih slabše usvojeno. Preučevani vzorec otrok najboljše rezultate zabeleži pri odštevanju s številom nič. Ugotovili smo, da je sposobnost seštevanja brez konkretnih ponazoritev pri otrocih bolj usvojena kot sposobnost odštevanja brez konkretnih ponazoritev. Boljše rezultate pri seštevanju in odštevanju zabeležijo otroci, ki subitizirajo do večjega števila. Pre-school education offers the child an environment in which he learns about the world and gains a variety of experiences in different fields of life. Along with play and different activities, a child gets to know and gains his first experience in the field of mathematics. At first, these are simple activities, such as editing and sorting. Later, these activities become more complex, such as learning numbers, counting, and then solving basic arithmetic operations. The very skill of counting represents an important building block of later mathematical abilities and skills. Through the bachelor’s thesis, we wanted to determine the importance of counting for understanding arithmetic operations in the preschool period. In the theoretical part, we presented natural numbers and the number zero, examined the counting of children in the preschool period, and described the principles of counting and basic arithmetic operations by which a preschool child already operates. In the empirical part, in the group of preschool children aged 5-6, we researched the extent to which preschool children will follow the principles of counting and what influence the level of their understanding of counting will have on the success of solving the tasks in addition, subtraction, identity, and reversibility. We also checked the performance of children in solving addition and subtraction tasks, as well as the impact of subsidization on their calculation performance. We ascertained by the research that understanding counting conditions understanding basic arithmetic operations. If a child achieved good results in counting, he also achieved good results in arithmetic operations and vice versa. In understanding the addition, the researched sample of children recorded good results. Children recorded the best results in addition with concrete illustrations and addition with the number zero. The understanding of subtraction is less assimilated in the participating children in comparison with the understanding of addition. The sample of children researched records the best results in the subtraction with the number zero. We ascertained that the ability to add without concrete illustrations in children is more assimilated than the ability to subtract without concrete illustrations. Better results in addition and subtraction are recorded by children who subitize to a greater number. načela štetja principles of counting true false false Slovenski jezik Angleški jezik Diplomsko delo/naloga 2022-06-22 07:23:38 2022-06-23 12:17:35 2025-04-17 04:54:22 0000-00-00 00:00:00 2022 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 112299011 Nika_Avbelj,_diplomsko_delo.pdf Nika_Avbelj,_diplomsko_delo.pdf 1 07678C034F43EB1C85AF9E3287179B7E 379f4a6742b315fa9257e427f4583d22ab8ce6f8ea598bf347fc837028cff379 22d1c8b2-1aa8-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=204461 Pedagoška fakulteta 0 0 0