Učenje poštevanke s pomočjo družabnih iger : diplomsko delo

Farič, Mateja (author), Kavkler, Marija (mentor)

Matematika ni zgolj štetje in poznavanje postopkov različnih računskih operacij, temveč mnogo več. Poštevanka pa je eno izmed najpomembnejših aritmetičnih deklarativnih znanj. Pomembno je, da poštevanko učenci avtomatizirajo, saj je to eden izmed glavnih, minimalnih in temeljnih, ciljev pouka matematike v tretjem razredu devetletne osnovne šole. (Naggar Smith, 2008) Matematični dosežki hkrati pomembno vplivajo na izobraževalno uspešnost posameznika. Negativne posledice učnih težav lahko zmanjšamo ali povsem odpravimo z zgodnjo in učinkovito obravnavo učencev z učnimi težavami pri matematiki. Pomembno je, da se poučevanje in učenje poštevanke prilagodi posebnim potrebam otroka z različnimi didaktičnimi igrami, pripomočki in strategijami učenja in poučevanja. Prav tako je izredno pomembno dobro sodelovanje in komunikacija učiteljev, staršev in učenca v procesu poučevanja. (Pulec Lah in Kavkler, 2011) V teoretičnem delu sem prestavila učne težave, splošne in specifične, ter splošne in specifične učne težave pri matematiki. Teoretični del zajema razlago matematičnega znanja, posebno poštevanko ter težave z osvajanjem poštevanke. Cilj diplomskega dela je bil preveriti, ali je učenje poštevanke s pomočjo družabnih igrah učinkovitejše, ter ali so učenci bolj motivirani z učenjem preko igre. Predstavljeni so vzroki za težave ter strategije za bolj uspešno učenje in poučevanje poštevanke. V empiričnem delu sem predstavila projekt »Igrajmo se poštevanko«, v katerega so bili vključeni vsi trije oddelki tretjega razreda Osnovne šole Komenda Moste, njihovi razredniki ter starši. S projektom »Igrajmo se poštevanko« sem si prizadevala, da bi učenci na drugačen, prijeten način hitreje avtomatizirali poštevanko, še posebej tisti učenci, ki so za šolsko delo manj motivirani, imajo kratkotrajno pozornost in koncentracijo. Ob koncu šolskega leta sem razdelila vprašalnike staršem, učiteljem in učencem. Učenci so rešili še Test za ugotavljanje avtomatizacije poštevanke. V analizi rezultatov sem predstavila rezultate posameznih anketnih vprašalnikov, ločeno za učence, starše in učitelje. Predstavila sem tudi uspešnost reševanja Testa za ugotavljanje avtomatizacije poštevanke posameznega učenca. Učenci so bili razdeljeni še v skupine, glede na to, ali imajo v šoli dodatno strokovno pomoč, individualno in skupinsko pomoč ali nobene od teh, ter primerjala skupine učencev med seboj po uspešnosti reševanja testa za ugotavljanje avtomatizacije poštevanke. Primerjala sem tudi odgovore učencev posamezne skupine, glede na to, koliko so utrjevali poštevanko s pomočjo družabnih iger ter njihovo motiviranost za učenje poštevanke. Učenci so bili za učenje in utrjevanje poštevanke preko družabnih iger zelo motivirani. Poudarili so, da so jih družabne igre »Igrajmo se poštevanko« pritegnile in učenja poštevanke niso obravnavali kot zgolj učenje, temveč jim je predstavljalo igro. Učitelji so bili mnenja, da so družabne igre bistveno pripomogle k avtomatizaciji poštevanke in zmanjšale odpor proti njenemu učenju. Poudarili so, da je projekt »Igrajmo se poštevanko« zelo povezal razred kot skupnost in bi si želeli projekt nadaljevati. Poudarili so tudi, da je bila velika večina učencev motivirana za učenje poštevanke preko družabnih iger »Igrajmo se poštevanko«, saj jim je predstavljalo igro in niso čutili pritiska in strahu pred novo šolsko snovjo. Starši učencev so bili ob koncu leta mnenja, da je bil projekt »Igrajmo se poštevanko« zanimiv ter uspešen. Večina staršev vključenih v projekt »Igrajmo se poštevanko« je ocenilo, da so učenci preko družabnih iger »Igrajmo se poštevanko«, znanje poštevanke osvojili hitreje. Projekt »Igrajmo se poštevanko« je bil uspešno izveden in z njim smo potrdili pozitivno učinkovitost družabnih iger na avtomatizacijo poštevanke.

• Language: Slovenian
• Keywords: učenci z učnimi težavami pri matematiki
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [M. Farič]
• Year: 2015
• Number of pages: VIII, 82 str.
• PID: 20.500.12556/RUL-71845
• UDC: 376.1(043.2)
• COBISS.SI-ID: 10636873
• Publication date in RUL: 29.07.2015

Secondary language

• Language: English
• Title: Learning of multiplication tables with the help of board games

Abstract

Maths is not only about counting and learning the procedures of different mathematical operations, but a lot more. The multiplication table is one of the most important arithmetic skills. It is important that the multiplication table is automated since it is one of the main, minimal and basic goals of learning Maths in the 3rd grade of primary school. (Naggar Smith, 2008). Being successful at Maths is important for the educational prosperity of every individual. The negative consequences of learning problems can be minimized or completely dismissed by early and effective treatment of pupils with learning problems at Maths. It is vital that teaching and learning the multiplication table is adapted to the child’s special needs with different didactical games, aids and learning or teaching strategies. It is equally important to maintain a good communication and cooperation between teachers, parents and the pupil during the learning process. (Pulec Lah and Kavkler, 2011) In the theoretical part I have first presented general and specific learning problems and furthermore I presented general and specific learning problems at Maths. The theoretical part includes explanation of mathematical operations especially the multiplication table and problems at learning it. The purpose of this thesis was to check if learning the multiplication table with the help of board games is more effective and if pupils are more motivated to learn through games. I have presented causes for problems and strategies for more successful learning and teaching the multiplication table. In the empirical part I have presented the project “Let’s play the multiplication table” that has involved pupils of three 3rd grade classes of primary school Komenda Moste and their parents and teachers. With this project we strived to make pupils automate the multiplication table more quickly and in a different manner, especially for those students that are less motivated for school and have a shorter concentration span. At the end of the school year I gave the pupils, their parents and teachers a questionnaire. The pupils also took a test to see how well they automated the multiplication table. The analysis includes the results of all the questionnaires, separately for pupils, teachers and parents. I have also presented individual results of the test how well the pupils automated the multiplication table. The pupils were put into different groups according to the help they receive at school; additional professional help, group or individual help or those that receive no help at all. I compared the test results of all the groups. I have also compared answers by pupils in every group according to how much they drilled the multiplication table with the help of board games and their motivation for learning. The pupils were very motivated for learning and drilling the multiplication table with the help of board games. The pupils said that they were drawn by the board games and they did not see the multiplication table simply as learning but also as playing a game. The teachers thought that the board games significantly helped the pupils to automate the multiplication table and minimized the reluctance to learn it. The teachers emphasized that the project » Let's play the multiplication table« has connected the class as a whole and that they are willing to continue with the project in the future. The teachers also believe the big majority of pupils were motivated to learn the multiplication table with the help of board games because it was a game to them and they did not feel the pressure of learning. At the end of the school year the parents thought that the project was interesting and successful. The majority of parents were involved in the project and believed that with the help of the board games the multiplication table was automated faster. The project was carried out successfully and we confirmed the positive effect of board games for the purpose of automating the multiplication table.

• Keywords: pupils with learning problems at Maths