Z matematičnimi igrami do znanja : diplomsko delo

Žerovnik, Irena (author), Hodnik, Tatjana (mentor)

V diplomskem delu z naslovom Z matematičnimi igrami do znanja je predstavljena uporabnost nizkostrukturiranih (lesena geometrijska telesa in liki) in visokostrukturiranih igrač (lesene vstavljanke in natikanke) pri matematičnih vsebinah: urejanje, razvrščanje, geometrijska telesa in liki ter prirejanje. Raziskava je potekala v dveh skupinah otrok. Ena skupina je uporabljala nizkostrukturirane igrače, druga pa visokostrukturirane igrače. V teoretičnem delu je predstavljena otroška igra, njen pomen ter vrste iger. Poudarek je na igračah, didaktičnih igračah ter matematičnih igrah. V nadaljevanju predstavim matematiko v predšolskem obdobju ter matematične vsebine, ki sem jih zajela v načrtovanih dejavnostih. Cilj diplomskega dela je bil ugotoviti, kako uporabne so nizkostrukturirane in visokostrukturirane igrače pri učenju izbranih matematičnih vsebin v predšolskem obdobju ter raziskati razlike med obema vrstama igrač. Ugotovljeno je bilo, da sta obe vrsti igrač lahko enako uporabni pri učenju izbranih matematičnih vsebin. Pomembno je, kakšne cilje postavimo odrasli in temu primerno načrtujemo dejavnosti. Pri načrtovanju dejavnosti z nizkostrukturiranimi igračami potrebujemo več iznajdljivosti in motiviranja otrok, medtem ko so otroci za delo z visokostrukturiranimi igračami bolj motivirani in vztrajni, za načrtovanje pa porabimo manj časa.

• Language: Slovenian
• Keywords: predšolska matematika, igra, učenje, nizkostrukturirane igrače, visokostrukturirane igrače
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [I. Žerovnik]
• Year: 2015
• Number of pages: 99 str.
• PID: 20.500.12556/RUL-70804
• UDC: 373.2.016:51(043.2)
• COBISS.SI-ID: 10566729
• Publication date in RUL: 10.07.2015

Secondary language

• Language: English
• Title: Learning through mathematical play

Abstract

In my degree paper titled Learning Through Mathematical Play, the practicability of the use of both low structured and high structured toys to teach mathematics is presented. Research was done with two groups of preschool age children. One group worked with low structured toys (wooden geometric solids and shapes), the other one worked with high structured toys (wooden insertion and slipping pieces). During the experimental phase, the children were presented with planned activities that included a variety of games to play using a specific set of toys. The emphasis here was to couple the use of the toys with mathematical content to gauge what effects the use of these toys has on learning. The aim of my degree paper was to find out the practicability of using low and high structured toys in the process of teaching selected mathematical content, as well as to find any differences in cognition when using the two types of toys. Through this close study, it was established that the practicability of use is the same with both types of toys. However, it is very important to have a distinct process of setting goals. Further, it is imperative that activities are planned accordingly in order to foster learning. When planning activities with low structured toys teachers need to be more inventive and need to motivate children more. Children are much more motivated when playing with high structured toys and much less time is needed for planning. Overall, however, both toys proved practical in the teaching of mathematics content to young children.