The thesis is entitled Mathematical knowledge of preschool children before entering school. The theoretical part deals with mathematical goals in the kindergarten curriculum, the role of the preschool teacher, and a stimulating learning environment in kindergarten. It outlines the mathematical content that preschool children should be acquainted with before entering primary school. Moreover, the goals to be achieved in mathematics in the 1st grade illustrate the upgrade of curricular goals. The thesis also touches on Piaget’s theory of cognitive development and provides a detailed insight into mathematical content in the early stages of learning mathematics. The empirical part of the thesis examines mathematical knowledge of preschool children before entering school. The research was conducted in Kindergarten Tržič. A total of 40 children were asked to solve mathematical tasks that were subsequently analysed. We were particularly interested in determining whether the children acquired the mathematical knowledge as defined in the curriculum after three years in kindergarten and which areas of mathematics they prefer. We also examined the influence of gender on the success in solving mathematical tasks and the possible influence of school-age siblings of the participating children.
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