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Title:DOJEMANJE NESKONČNOSTI PREMICE
Authors:ID Novak, Martina (Author)
ID Lipovec, Alenka (Mentor) More about this mentor... New window
ID Kosi - Ulbl, Irena (Comentor)
Files:.pdf UNI_Novak_Martina_2011.pdf (1,84 MB)
MD5: 2D7073FDE3989A1F40102D934EA5BF75
PID: 20.500.12556/dkum/b0ebd843-9948-4ed6-9bec-7a285aeb98e9
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:POVZETEK Diplomsko delo Dojemanje neskončnosti premice je sestavljeno iz dveh delov: teoretičnega in empiričnega. V teoretičnem delu so predstavljene Van Hielejeve stopnje geometrijskih predstav, definicije premice in neskončnosti, neskončnost števil, neskončnost premice, ponazorila neskončnosti premice, ponazoritvene vaje za izboljšanje predstav o premici in premica kot del učnega načrta. Namen diplomskega dela je bil ugotoviti, ali učenci dojemajo neskončnost premice ter analizirati stanje v osnovnih šolah. Pri raziskovanju so bile uporabljene deskriptivna, kavzalno-neeksperimentalna in kavzalna eksperimentalna metoda pedagoškega raziskovanja. Rezultati so pokazali, da učenci v četrtem razredu, ko se prvič srečajo s premico, še niso na stopnji razvoja, na kateri bi analitično razumeli neskončnost premice. Na deklarativnem nivoju sicer povedo, da je premica neskončno dolga oz. neomejena ravna črta, vendar pa si na konceptualnem nivoju premice ne predstavljajo kot take. Osnovni razlog je vizualna oz. delno analitična narava dojemanja geometrijskih pojmov na tej razvojni stopnji. Ugotovljeno je bilo, da bi bilo potrebno premico v višjih razredih, ko so učenci že sposobni dojeti in razumeti neskončnost premice, obravnavati na vizualnem in analitičnem nivoju in dosledno upoštevati spiralnost učnega načrta oz. izgradnje kognitivne mreže. V četrtem oz. petem razredu bi se torej le pridobivale izkušnje, ki so predpogoj za abstrahiranje pojma v višjih razredih.
Keywords:Ključne besede: pouk matematike, osnovna šola, geometrija, neskončnost, dojemanje neskončnosti, premica.
Place of publishing:Maribor
Publisher:[M. Novak]
Year of publishing:2011
PID:20.500.12556/DKUM-17761 New window
UDC:51(043.2)
COBISS.SI-ID:18266632 New window
NUK URN:URN:SI:UM:DK:AGW5NMVC
Publication date in DKUM:11.04.2011
Views:3256
Downloads:289
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:PERCEPTION OF LINE'S INFINITY
Abstract:ABSTRACT The thesis Perception of Infinity of a Line consists of two parts: a theoretical and empirical part. The theoretical part presents Van Hiel’s levels of geometrical reasoning, definitions of a line and infinity, infinity of numbers, illustrative exercises for improving the perception of a line and a line as a part of curriculum. The aim of the thesis was to find out if students comprehend the infinity of the line, and to analyse the situation in elementary schools. A descriptive and experimental method were used in this research. The results have showed that the students of the 4th class, who get familiar with the line for the first time, are not on the development level which would enable them an analytical perception of the infinity of the line. They say that a line is unlimited and straight, but they cannot comprehend that on a conceptual level. The basic reason is visual and partly analytical way of perception of geometrical concepts at this stage of development. Consequently, line should be dealt with in higher classes of elementary school when students are able to perceive and comprehend the infinity of a line, and coverage on visual and analytical level is possible. At the same time the spiral of curriculum and construction of cognitive network should be taken in serious consideration. To sum up, work in 4th and 5th class should be focused on getting experience which would form a framework for abstraction of the concept in higher classes of elementary school.
Keywords:lessons of mathematics, elementary school, geometry, infinity, perception of infinity, a line.


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