Veliko hrupa za nič: ugotavljanje razumevanja števila nič v vrtcu in prvem razredu osnovne šole

Janečko, Eva (author), Hodnik, Tatjana (mentor)

Število nič ima bogato zgodovino. V teoretičnem delu je predstavljen razvoj števil in njihova uporaba v starih civilizacijah. Z začetki simbolnega zapisovanja na stene jam in kosti, do nekoliko mlajših civilizacij, ki so takšne primitivne zapise opuščale in razvijale bolj optimalne številske sisteme. Ti so jim olajšali računanje z vedno večjimi števili in omogočili razvoj matematike, kot jo poznamo danes. Pomembno vlogo pri tem je imelo število nič, brez katerega mestni zapis števil ne bi bil mogoč. Z različnimi pomeni in pojmi števila nič se danes srečamo skoraj na vsakem koraku. Zaradi težavnosti razumevanja pojmov, povezanih s številom nič, se pojavlja vprašanje, kako te razumejo predšolski otroci. Osrednja tema diplomskega dela je bila zato ocena razumevanja pojma števila nič predšolskih otrok, starih 5 let, in ocena napredka v razumevanju, ko se jim preko dejavnosti in igre predstavi to število. Primerjava rezultatov preverjanja znanja je pokazala znaten napredek v razumevanju in dojemanju pojma števila nič v eksperimentalni skupini otrok v primerjavi z otroki iz kontrolne skupine. Rezultati eksperimentalne skupine otrok iz vrtca so bili v nekaterih nalogah popolnoma primerljivi s skupino učencev prvega razreda osnovne šole. Povprečen rezultat celotnega preverjanja znanja v eksperimentalni skupini je bil 85,5 %, kontrolni skupini 73,0 %, v skupini učencev prvega razreda osnovne šole pa 87,7 %. Rezultati so pokazali, da predšolski otroci, stari 5 let, delno že razumejo pojem števila nič, preko igre in primernih dejavnosti (igra vlog, štetje s prsti, pesmice z odštevanjem, igra s števili) pa jim ga lahko še bolje približamo. Naštete dejavnosti so tako primerne in učinkovite za spoznavanje otrok s številom nič že pred vstopom v osnovno šolo.

• Language: Slovenian
• Keywords: razvoj števil
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-111117
• COBISS.SI-ID: 12604233
• Publication date in RUL: 25.09.2019

Secondary language

• Language: English
• Title: Much ado about nothing: understanding of the zero number of preschool children and the first graders

Abstract

Number zero has a rich history. In the theoretical part I studied and presented the development of numbers and their usage in old civilizations, starting with symbolic writings on cave walls or animal bones and how younger civilizations abandoned those practices in favour of developing and using more optimal numeral systems. These made calculating with large numbers easier and paved the way to the kind of mathematics that we know today. Number zero played an important part in that process, because without it we couldn't write decimal numbers. We meet other concepts and meanings of zero on a daily basis. Because of the difficulty of understating various concepts related to number zero, a question arises, how do preschool children understand them? The main focus of this thesis was evaluating the understanding of the concept of number zero of preschool children, aged 5 and how their understanding evolves after they are familiarised with number zero through various activities and games. A comparison of the results between the experiment and control group of preschool children shows a noticeable increase in understanding and perception of number zero. The results of the experimental kindergarten group were almost the same in some parts of the test when comparing them to a group of first grade pupils. The average overall results of the test were: 85.5 % in the experimental group, 73.0 % and 87.7 % in the group of first grade pupils. The results show that preschool children aged five are already capable of basic understanding of what number zero means and that they can be further with number zero through various activities and games (role playing, counting on fingers, songs with subtraction, and games with numbers). These activities and games are therefore suitable and effective at teaching preschool children about number zero even before they enter primary school.

• Keywords: evolution of numbers