20.500.12556/DKUM-93968 Razvijanje relacije ena več/ena manj s pomočjo domin diplomsko delo Developing the one more/one less relation with the help of dominoes Diplomsko delo se osredotoča na spoznavanje osnovnih matematičnih pojmov v predšolskem obdobju, s poudarkom na relacijah ena več in ena manj. V teoretičnem delu je najprej predstavljena matematika kot znanstvena veda, njen zgodovinski razvoj ter različne vrste matematičnega znanja in področij, ki jih matematika zajema. V nadaljevanju so opisana didaktična sredstva in dejavnosti, ki pripomorejo k zgodnjemu razumevanju matematičnih pojmov pri otrocih. Osrednji namen naloge je skozi prilagojeno igro z dominami otrokom približati relaciji ena več in ena manj na njim razumljiv in igriv način. Praktični del naloge je bil izveden v Vrtcu Turnišče, z otroki, starimi med 3 in 4 leti. Skozi opazovanje smo ugotovili, da so sodelujoči otroci najlažje usvojili navodila in potek klasične igre z dominami, saj jim je bila ta po zahtevnosti najbližje. Takoj za klasično je sledila igra domin z relacijo ena več, ki je za otroke bistveno bolj intuitivna kot tista z relacijo ena manj. Relacija ena manj jim je predstavljala velik napor, njeno usvajanje pa je bilo počasno. Ugotovitve potrjujejo pomen individualnih prilagoditev razlag vsakemu otroku in poudarjajo pomen didaktičnih sredstev za usvajanje prvih matematičnih konceptov. This thesis focuses on the introduction of basic mathematical concepts in early childhood, with a special emphasis on the relationships one more and one less. The theoretical part first presents mathematics as a scientific discipline, its historical development, and the various types and fields of mathematical knowledge. It also includes an overview of didactic tools and activities that support young children in understanding mathematical ideas. The main aim of the thesis is to introduce the concepts of one more and one less to preschool children through a modified domino game in a playful and age-appropriate way. The practical part of the research was carried out at the Turnišče Kindergarten, with children aged 3 to 6. Through the observation of the children, we found that the participating children most easily mastered the instructions and the course of the classic domino game, as its level of difficulty and structure were the most familiar to them. The domino game involving the one more relation followed closely, as it proved to be significantly more intuitive for the children than the one less relation. The one less relation posed considerable difficulty for the children, and its acquisition was notably slower. These findings highlight the importance of individually adapted explanations for each child and underscore the crucial role of didactic tools in supporting the acquisition of early mathematical concepts. matematika predšolsko obdobje razvoj relacije domine mathematics preschool period development relations dominoes true true false K. Antolin Slovenski jezik Angleški jezik Diplomsko delo/naloga 2025-07-28 12:34:13 2025-09-03 09:26:52 2025-09-04 03:32:40 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 40 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2.091.3:51(043.2) 247467011 VS_Antolin_Kaja_2025.pdf VS_Antolin_Kaja_2025.pdf 1 82FCE11CD34063A4B8B27DF48926FFAC 9e8795523dbb3f8ae798f037c4364ef77cfcad5565e5b6175718f9f86a10d9fe f718655f-6bb9-11f0-bb04-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=194349 Pedagoška fakulteta 0 0 0