The thesis discusses the introduction of the mathematical term cause-consequence through project work in a group of children, aged 5-6 years.
The introduction of this term has not yet been researched comprehensively, therefore there is only some literature about it. The goal of the thesis is to plan, perform and analyse the project work, showing a modern way of introducing the mathematical term cause-consequence into the kindergarten. The goal of the project work was to follow the process approach, the constructivist way of learning, the Hejny method and the Nrich project model for performing activities and to present the connection of mathematics with other fields from the Curricula for kindergartens through activities.
In the theoretical part we initially describe how educators should most optimally introduce mathematical terms. We then thoroughly describe the term cause-consequence and at the same time present different factors, influencing the successfulness of the introduction of mathematical terms. We also thoroughly present the project work.
In the empirical part, we present the project work, consisting of six gradual activities to introduce the term cause-consequence. We thoroughly describe the planning and execution of the project work and the analysis of efficiency of such type of work for the introduction of this term. With the execution of project work, we want to find out, if project work is a suitable way to introduce the term and if children are able to connect the similarities of different fields of learning the term and if they connect them into a structured scheme about the term. Through the analysis we find that project work is a suitable way to introduce the term cause-consequence, since it takes place for a longer period of time, which contributes to efficient learning of the term. We also find that the majority of children has connected the experiences into a structured scheme about the term
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