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Title:Ulomki v vrtcu
Authors:ID Lipovec, Alenka (Author)
ID Antolin Drešar, Darja (Author)
ID Vaupotič, Alenka (Author)
Files:.pdf Revija_za_elementarno_izobrazevanje_2012_Lipovec,_Antolin_Dresar,_Vaupotic_Ulomki_v_vrtcu.pdf (187,03 KB)
MD5: DADBDF3CFF6BCB9CE399FF2723CE19D8
 
URL http://rei.pef.um.si/images/Izdaje_revije/2012/2011_05_st_1_revija.pdf
 
Language:Slovenian
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract:V prispevku predstavljamo področje začetnih konceptov razumevanja racionalnih števil v vrtcu oz. vpeljevanje delov celot v vrtec. Na osnovi literature ugotavljamo, da je razvijanje zgodnjih konceptov ulomkov smiselno že v predšolskem obdobju, čeprav slovenski kurikul za vrtce te vsebine ne podpira. Pripravili smo nekatere kontekstualizirane naloge, ki so vključevale geometrijski in merljivi model ulomkov ter so se v tujini že izkazale kot učinkovite. V raziskavi, v katero smo vključili predšolske otroke, stare 5 let, so otroci naloge reševali individualno ob podpori odrasle osebe. Zanimalo nas je, kakšne so razlike pri reševanju nalog o delih celote med otroki, ki so imeli predhodne izkušnje z deli celot, in otroki, ki so se s to vsebino prvič srečali na končnem preverjanju en mesec po izvedenem eksperimentu z eksperimentalno skupino. Podatki, ki smo jih zbrali s pomočjo opazovalnega lista, so pokazali, da so otroci, ki so vsebino že poznali, naloge reševali brez večjih težav. Otroci iz eksperimentalne skupine so bili na končnem preverjanju sicer uspešnejši od otrok iz kontrolne skupine, ki so se s problemi spoprijemali prvič, kljub temu pa so tudi otroci iz kontrolne skupine prikazali dovolj znanja, da lahko sklepamo, da so bile naloge pripravljene primerno njihovi razvojni stopnji.
Keywords:predšolska vzgoja, predšolski otroci, otroški vrtci, matematika, ulomki, pedagoški eksperimenti
Publication status:Published
Publication version:Version of Record
Year of publishing:2012
Number of pages:str. 67-77
Numbering:Letn. 5, št. 1
PID:20.500.12556/DKUM-52181 New window
ISSN:1855-4431
UDC:373.2:51
ISSN on article:1855-4431
COBISS.SI-ID:19114248 New window
NUK URN:URN:SI:UM:DK:NBVS7LCP
Publication date in DKUM:10.07.2015
Views:3171
Downloads:214
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Categories:Misc.
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Record is a part of a journal

Title:Revija za elementarno izobraževanje
Publisher:Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:1855-4431
COBISS.SI-ID:239555072 New window

Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:10.07.2015

Secondary language

Language:English
Title:Fractions in kindergarten
Abstract:This article presents the initial concepts of understanding rational numbers in kindergarten, and the introduction of fractions in kindergarten. Based on relevant literature, we have established that the development of early concepts of fractions is reasonable in the pre-school period already, although the Slovenian kindergarten curriculum does not foresee it. We have prepared some contextualized tasks involving geometric and measurable model of fractions, which have already proven effective elsewhere. For the purpose of research, children were asked to solve those tasks individually with the support of adults. The research involved preschool children at the age of five. We were interested to discover the differences in solving fractions tasks between children who had previous experience with fractions and those who first came into contact with this content on the day of the retention test, that is, a month later. The information we obtained through observation sheets have shown that children who were already familiar with the content solved the test tasks without major difficulties. Thus, the children in the experimental group performed better in their final examination than the children in the control group, who were confronted with fractions for the first time. However, the children in the control group also demonstrated sufficient knowledge, so we can conclude that the tasks prepared were appropriate with regard to their developmental stage.
Keywords:mathematics education, parts of a whole, fractions, kindergarten, pedagogical experiment


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This document is a part of these collections:
  1. Revija za elementarno izobraževanje

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