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Title:
MATEMATIČNA AKTIVNOST V SLOVENSKIH VRTCIH
Authors:
ID
Herbaj, Monika
(Author)
ID
Lipovec, Alenka
(Mentor)
More about this mentor...
Files:
VS_Herbaj_Monika_2013.pdf
(1,03 MB)
MD5: 53E2D928728E81873008F08BFB47F777
Language:
Slovenian
Work type:
Undergraduate thesis
Typology:
2.11 - Undergraduate Thesis
Organization:
PEF - Faculty of Education
Abstract:
POVZETEK Otroci imajo v vrtcih mnogo priložnosti, da se srečajo in sodelujejo pri matematičnih dejavnostih. Otrok za matematične igre v vrtcu uporablja vsakdanje okolje in predmete: shranjuje igrače v zaboje (npr. lesene gradnike v zaboj, punčke v košaro, avtomobile na polico, …), opazuje vzorce na oblačilih, igračah, se uči pojma levo in desno, šteje črte na prehodu za pešce, se igra z geometrijskimi oblikami in jih išče v naravi, meri čim več različnih objektov (npr. s koraki, dlanjo, pa tudi s standardnimi merili). Odrasli morajo otroka spodbujati in mu ponujati čim več priložnosti in materialov, s katerimi bo lahko otrok raziskoval in pridobival matematična znanja. Diplomska naloga z naslovom Matematična aktivnost v slovenskih vrtcih vsebuje teoretični vidik razvoja otrok, učenje matematike predšolskih otrok v vsakdanjem življenju, v vrtcu. Naloga predstavi matematična področja, ki jih obsega kurikulum za vrtce (aritmetika in algebra, geometrija in merjenje), in načine, kako se otroci seznanjajo z njimi. Pomembno je, da se otrok uči na podlagi konkretnih izkušenj, saj je le tako lahko aktiven udeleženec učnega procesa. V empiričnem delu diplomske naloge so predstavljeni rezultati anonimnega anketnega vprašalnika, ki so ga izpolnili vzgojitelji in vzgojiteljice slovenskih vrtcev. Rezultati kažejo: − katera matematična področja dejavnosti vzgojitelji izvajajo z otroki, − pri katerih matematičnih aktivnostih je sposobnost otrok največja, − katere matematične dejavnosti vzgojitelji izvajajo najraje in − koliko krat na mesec vzgojitelji izvajajo, načrtujejo in izvajajo matematične dejavnosti kot usmerjeno dejavnost.
Keywords:
KLJUČNE BESEDE: predšolska vzgoja
,
matematika
,
aritmetika in algebra
,
geometrija
,
merjenje
Place of publishing:
Maribor
Publisher:
[M. Herbaj]
Year of publishing:
2013
PID:
20.500.12556/DKUM-42838
UDC:
373.2:51(043.2)
COBISS.SI-ID:
20181512
NUK URN:
URN:SI:UM:DK:OZBQD3RV
Publication date in DKUM:
20.11.2013
Views:
4761
Downloads:
1265
Metadata:
Categories:
PEF
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:
HERBAJ, Monika, 2013,
MATEMATIČNA AKTIVNOST V SLOVENSKIH VRTCIH
[online]. Bachelor’s thesis. Maribor : M. Herbaj. [Accessed 10 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=42838
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Secondary language
Language:
English
Title:
MATHEMATICAL ACTIVITIES IN SLOVENIAN
Abstract:
ABSTRACT Children in nursery schools have many opportunities to participate in mathematical activities. Familiar environment and objects are used for mathematical games. Toys can be put in different containers (for example, wooden building blocks into a box, dolls into a basket, cars onto a shelf, etc.), different patterns on clothes and toys can be observed, the concept of left and right can be learned, lines on a pedestrian crossing can be counted. Children can play with geometrical forms and these can be searched in nature, they can measure a number of different objects (for example, by steps, with hands and also standard measurements). Adults ought to encourage the child and offer him as many opportunities and materials as possible for the child to explore and gain mathematical knowledge. The diploma paper titled Mathematical Activities in Slovenian Nursery Schools contains a theoretical aspect of a child’s development, learning mathematics in everyday life and nursery school. The thesis presents areas of mathematics covered by a curriculum in nursery schools (arithmetic and algebra, geometry and measurement) and the ways in which children inform themselves with them. It is important that children learn through concrete experience, because only this way they can be active participants in a learning process. In the empirical part of the diploma paper, the results of anonymous questionnaire are presented. The questionnaire was answered by Slovenian preschool teachers. The results show: − which mathematical areas are carried out with children by teachers, − in which mathematical activities the children show maximum abilities, − which mathematical activities teachers prefer and − how many times a month preschool teachers implement and plan mathematical activities in a form of targeted activities.
Keywords:
KEYWORDS: pre-school education
,
mathematics
,
arithmetic and algebra
,
geometry
,
measurement.
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