20.500.12556/DKUM-66063 Razumevanje matematičnih vzorcev pri predšolskih otrocih Pre-School children's understanding of Mathematical patterns Diplomsko delo z naslovom Razumevanje matematičnih vzorcev pri predšolskih otrocih je sestavljeno iz teoretičnega in praktičnega dela. Najprej je predstavljen teoretični del, kjer smo zajeli najpomembnejše informacije o matematičnih vzorcih. Predstavljene so različne skupine vzorcev, našteli in opisali smo materiale, ki jih lahko uporabljamo za delo z vzorci. Opisali smo tudi povezavo vzorcev z ostalimi področji Kurikuluma v vrtcu. V praktičnem delu diplomske naloge smo sledili aktivnostim, ki so navedene v članku Pre-school children's understanding of Mathematical patterns. Namen diplomske naloge je ugotoviti, kako predšolski otroci razumejo matematične vzorce. Aktivnosti smo izvajali v vrtcu, in sicer med otroki, starimi od štiri do šest let. Izvedli smo tri različne dejavnosti. Prva se je navezovala na ustvarjanje vzorca, druga na prepoznavanje gradnika v vzorcu in tretja na ponavljanje in nadaljevanje vzorca. Opisali smo dobljene rezultate in jih tudi slikovno ter grafično ponazorili. Ugotovili smo, da imajo otroci največ težav pri samostojnem ustvarjanju vzorca, saj je to uspelo le 12 % otrok. Pri dopolnjevanju nakazanega vzorca so bili bolj uspešni. Prav tako tudi pri tretji aktivnosti. The diploma thesis Pre-school children's understanding of Mathematical patterns is comprised of the theoretical and the practical part. Firstly, the theoretical part which summarises the most important data on mathematical patterns is introduced. Various groups of patterns are established; materials which can be used for working with patterns are listed and described. The relations of patterns with other areas of the kindergarten curriculum are explained. In the practical part of the thesis, the activities stated in the article Pre-school children's understanding of Mathematical patterns are observed. The aim of the thesis is to establish how pre-school children understand mathematical patterns. The activities were implemented in kindergarten with children four to six years of age. The first activity was about creating the pattern, the second one was about recognizing the variable in the pattern, and the third one was about repeating and extending the pattern. The acquired results were then analysed and graphically presented. It was determined that children have the most difficulties with creating their own pattern, for only 12% of them were successful at it. By repeating and extending the indicated pattern the success rate was higher. predšolsko obdobje matematika matematične aktivnosti algebra vzorci. pre-school period mathematics mathematical activities algebra patterns. true true false [K. Gorišek] Slovenski jezik Angleški jezik Diplomsko delo/naloga 2017-06-06 09:18:14 2017-07-19 14:01:51 2022-07-10 03:06:04 2019-07-11 15:38:37 2017 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2.091.3:51(043.2) 23233800 URN:SI:UM:DK:SFBCGCFW VS_Gorisek_Klavdija_2017.pdf VS_Gorisek_Klavdija_2017.pdf 1 4FE43DE70CB6B073B94CD7440B68D493 230ba68fa206bf46091732e748c378e5812b14e45fd8ee62a3054e364c473f46 36296450-7c0e-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=112193 Pedagoška fakulteta 0 0 0