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Title:PRIPOMOČKI ZA POUK MATEMATIKE ZA SLEPE, SLABOVIDNE IN OTROKE Z MOTNJAMI V DUŠEVNEM RAZVOJU
Authors:Malajner Cimperc, Katja (Author)
Kermauner, Aksinja (Mentor) More about this mentor... New window
Files:.pdf MAG_Malajner_Cimperc_Katja_2015.pdf (26,42 MB)
MD5: 3B36C4CE1516EB60D768EA705E7709F2
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrskem delu bomo izdelali tipne številke, namenjene njihovemu spoznavanju pri pouku matematike. Izdelane bodo tako, da jih bodo lahko uporabljali slepi in slabovidni otroci, vključeni v večinske šole, in tudi otroci z motnjami v duševnem razvoju, ki so vključeni v prilagojeno izobraževanje z znižanim izobrazbenim standardom. Magistrsko delo je razdeljeno na teoretični, empirični in praktični del. V teoretičnih izhodiščih so predstavljene značilnosti slepih in slabovidnih otrok ter otrok z okvaro vidne funkcije. Opisane so tudi značilnosti otrok z motnjami v duševnem razvoju, značilnosti tipnega zaznavanja, pomen igre za učenje in učenje matematike. V prvem poglavju, namenjenemu slepim, slabovidnim in otrokom z okvaro vidne funkcije, je zapisana definicija omenjene skupine, podrobno so predstavljene tudi njene značilnosti. Opisani so pristopi pri obravnavi in izobraževanju slepih, slabovidnih in otrok z okvaro vidne funkcije. Naslednje poglavje obravnava razvojne in učne značilnosti otrok z motnjami v duševnem razvoju. Nekaj je zapisano o izobraževanju in prilagoditvah pri pouku za otroke z motnjami v duševnem razvoju. V nadaljevanju je predstavljenih nekaj osnovnih značilnosti zaznavanja, vloga čutil, tipno-kinestetični razvoj in razvijanje tipne zaznave. Prav tukaj je navedenih nekaj vaj za razvijanje tipa. Sledi poglavje, v katerem pišemo o pomenu igre za učenje, o usmerjeni igri, pomenu didaktičnih igrač, vlogi odraslega v otrokovi igri in igračah, ki so primerne za slepe, slabovidne in otroke z okvaro vidne funkcije. Zadnje poglavje v teoretičnih izhodiščih je namenjeno učenju matematike. Tukaj najdemo razlago pojma številka, pridobivanje prvih številk, štetje v obsegu do 10 in prirejanje množic. V empiričnem delu je opisan potek in način izdelave tipnih številk, predstavljeni so uporabljeni materiali ter njihova uporabnost. Raziskovalni del je opredeljen s cilji, raziskovalnimi vprašanji, uporabljenimi metodami, z dobljenimi rezultati, do katerih smo prišli s pomočjo neposrednega dela in opazovanja učencev, ter z njihovo interpretacijo. Praktični del smo izvedli na Osnovni šoli Gustava Šiliha Maribor, in sicer v prilagojenem izobraževalnem programu z znižanim učnim standardom. Naš namen je bil ustvarjene izdelke prenesti v prakso, da bi služili pri vsakodnevnem izvajanju pouka slepih in slabobidnih otrok, otrok z motnjami vidne funkcije ter otrok z motnjami v duševnem razvoju. Z empiričnim delom smo želeli ugotoviti ustreznost uporabljenih pristopov in materialov. Med preizkusom smo prišli do novih spoznanj in možnosti, tako da lahko izdelavo tipnih številk v prihodnje še nadgradimo.
Keywords:Slep in slaboviden otrok, otrok z okvaro vidne funkcije, otrok z motnjo v duševnem razvoju, igra in pomen igre pri otroku, tipne zaznave, učenje matematike.
Year of publishing:2015
Publisher:[K. Malajner Cimperc]
Source:Maribor
UDC:37.091.3:51-056.262-056.36(043.2)
COBISS_ID:21537288 New window
NUK URN:URN:SI:UM:DK:GKDJEBLP
Views:1633
Downloads:282
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:TOOLS FOR TEACHING MATHEMATICS FOR VISUALLY IMPAIRED CHILDREN AND CHILDREN WITH INTELLECTUAL DISABILITIES
Abstract:In the Master’s thesis, we will manufacture tactile numbers in order to assimilate numbers in mathematics. Tactile numbers will be designed for the blind and visually impaired children who are included in mainstream schools and as well for the children with intellectual disabilities who are involved in adapted programme with lower educational standard. The thesis consists of theoretical, empirical and practical part. In the theoretical starting points, the characteristics of blind and visually impaired children and children with impaired visual function are introduced. The characteristics of children with intellectual disabilities, the characteristics of tactile perception and the importance of games for learning and learning mathematics are stated in the theoretical part as well. In the first chapter, which is devoted to blind, visually impaired children and children with impaired visual function, the definition of the group and its characteristics are written in detail. Furthermore, approaches of the treatment and the education of blind, visually impaired and children with impaired visual function are described. In the next chapter, the developmental and learning characteristics of the children with intellectual disabilities are discussed. The education and the adjustments in the classroom for the children with intellectual disabilities are mentioned as well. In the following chapter, a few basic characteristics of perception, the role of the senses, the tactile-kinaesthetic development and the development of tactile perception are included. In this chapter, some exercises for developing tactile sense are described. In the following chapter, the importance of the play for learning, the goal oriented game, the importance of didactic toys, the role of an adult in the child's play and the toys, appropriate for blind, visually impaired and children with impaired visual function are described. The last chapter of the theoretical starting points is intended for learning mathematics. In this chapter, the concept of a number, acquiring first numbers, counting to ten and adapting of the sets are covered. In the empirical part, the course and the method of manufacture of tactile numbers are presented. Moreover, used materials and the usability of the tactile numbers are described. In the research part, the objectives, the research questions, the methods, the results and the interpretation of the results obtained through the direct observation of pupils are defined. The practical part was carried out at the primary school Gustav Šilih Maribor, namely, in the adapted programme with lower educational standard. Our purpose was to create tools and to use them in daily practice in order to teach blind and visually impaired children, children with impaired visual function and children with intellectual disabilities. In the empirical part, we wanted to determine, whether the approaches we used were appropriate and whether the materials we used were suitable. During the test, we came to the new insights and the new opportunities to expand and upgrade the manufacture of tactile numbers in the future.
Keywords:A blind and visually impaired child, a child with impaired visual function, a child with intellectual disability, a game and the importance of a game among a child, tactile perception, learning mathematics.


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