IGRA S KARTAMI ZA SPODBUJANJE LOGIČNO-MATEMATIČNEGA MIŠLJENJA

Kastelic, Saša

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Title:	IGRA S KARTAMI ZA SPODBUJANJE LOGIČNO-MATEMATIČNEGA MIŠLJENJA
Authors:	ID Kastelic, Saša (Author) ID Antolin Drešar, Darja (Mentor) More about this mentor...
Files:	VS_Kastelic_Sasa_2017.pdf (4,04 MB) MD5: 25AA1257E10C3ABD31EBB6AD9D607E76
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	V teoretičnem delu diplomskega dela z naslovom Igra s kartami za spodbujanje logično-matematičnega mišljenja smo predstavili pomen učenja matematike skozi igro, poudarili pomen nudenja možnosti razvijanja logično-matematičnega razmišljanja že v predšolskem obdobju in podrobneje opisali dve igri s kartami, in sicer igro »Hiša števil s kartami«, ter igro »Iz 5-k do celotne hiše števil«, pri čemer ima predvsem slednja velik potencial pri spodbujanju razvoja logično-matematičnega razmišljanja pri otrocih. V praktičnem delu smo opisali potek postopnega uvajanja omenjenih dveh iger v skupini 23 otrok, starih od 4 do 5 let, ki je potekalo več tednov, in sicer v sedmih fazah. Opažanja so pokazala, da je večina otrok razvijala logično-matematično razmišljanje, vendar je bila kljub večtedenskemu igranju igre ob koncu obdobja še vedno na prvi stopnji. V empiričnem delu diplomskega dela smo predstavili rezultate raziskave, katere glavni namen je bil evalvirati igro »Iz 5-k do celotne hiše števil« in raziskati, kakšno je razumevanje igre pri otrocih na začetku ter ob koncu seznanjanja z igro, vključevanje otrok v igro in napredek pri prepoznavanju števil. Rezultati so pokazali, da so tako dečki kot deklice proti koncu seznanjanja z igro v veliko večji meri razumeli potek igre, kakor na začetku in da je večina otrok ne glede na spol ob koncu obdobja seznanjanja z igro, igro razumela. Ugotovili smo tudi, da je k igri s kartami samostojno pristopalo več dečkov kot deklic, saj so deklice v večji meri potrebovale spodbudo vzgojiteljice. Glede pogostosti igranja igre s kartami pa so rezultati pokazali, da so se dečki v povprečju nekoliko večkrat vključevali kot deklice. Napredek pri prepoznavanju števil ob koncu obdobja seznanjanja z igro s kartami je bil zaznan tako pri dečkih kot pri deklicah.
Keywords:	matematično-logično mišljenje, matematične igre, prosta igra, vzgojitelj, predšolska vzgoja.
Place of publishing:	Maribor
Publisher:	[S. Kastelic]
Year of publishing:	2017
PID:	20.500.12556/DKUM-66088
UDC:	373.2.016:51-8(043.2)
COBISS.SI-ID:	23247880
NUK URN:	URN:SI:UM:DK:7FQP524K
Publication date in DKUM:	25.07.2017
Views:	2159
Downloads:	221
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	A card Game to Encourage Logical-Mathematical Thinking
Abstract:	In the theoretical part of the graduation thesis titled Card Game for Encouraging Logical and Mathematical Thinking, we presented the importance of learning mathematics through game, we highlighted the importance of offering the possibility for developing logical and mathematical thinking already in the pre-school period, and described two card games in more details, namely House of numbers with cards and a game From 5 to entire house of numbers, where especially the latter has a great potential in encouraging development of logical and mathematical thinking in children. In the practical part, we described a process of gradual introduction of the two games in the group of 23 children aged from 4 to 5 years, which took place in seven phases for several weeks. Observations revealed that most of the children developed logical and mathematical thinking, but at the end of the period they were still on the first level, despite several weeks of playing the game. In the empirical part of the graduation thesis, we presented results of the survey, the main purpose of which was to evaluate the game From 5 to entire house of numbers, and to research understanding of the game in children at the beginning and at the end of introduction of the game, integration of children in game, and progress in recognizing numbers. The results revealed that boys and girls understood the process of game to a greater extend at the end of introduction of the game compared to the beginning, and that most of the children understood the game at the end of the period, regardless of gender. We also established that more boys than girls approached the game individually, while girls needed teacher’s encouragement to a greater extend. In regard to frequency of playing the card game, the results revealed that on average boys played the game more frequently than girls. Progress in recognizing numbers at the end of the period of introduction of the card game was perceived in boys and girls.
Keywords:	mathematical and logical thinking, mathematical games, free play, teacher, pre-school education.

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