Vpliv vrste vzorca na sposobnosti otrok povezovanja vzorca s slikovno reprezentacijo

Dobnik, Tjaša

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Title:	Vpliv vrste vzorca na sposobnosti otrok povezovanja vzorca s slikovno reprezentacijo
Authors:	ID Dobnik, Tjaša (Author) ID Kosi-Ulbl, Irena (Mentor) More about this mentor... ID Antolin Drešar, Darja (Comentor)
Files:	VS_Dobnik_Tjasa_2018.pdf (2,31 MB) MD5: 3F75B67CCB7B3BEE841A83A3C2D6EEEB PID: 20.500.12556/dkum/076c22bf-ada4-4a36-9c07-1cec18ade0b6
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Diplomsko delo z naslovom Vpliv vrste vzorca na sposobnosti otrok povezovanja vzorca s slikovno reprezentacijo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu je predstavljena matematika v vrtcu. Otroci se v vrtcu pogosto srečujejo z matematiko. V igralnici opazijo različne simbole, števila, prikaze, ki so del matematike. Dejavnosti na področju matematike so lahko načrtovane ali nenačrtovane. V poglavju o vzorcih podrobneje spoznamo vrste vzorcev ter dejavnosti, povezane z vzorci. V empiričnem delu so predstavljeni rezultati raziskave, katere namen je ugotoviti, ali otroci znajo prepoznati različne vrste vzorcev in jih povezati z ustrezno slikovno reprezentacijo. Predvsem nas je zanimalo, ali ima vrsta vzorca vpliv na otrokovo uspešnost pri prepoznavanju in povezovanju vzorca s slikovno reprezentacijo. Preverili smo, ali obstajajo razlike pri povezovanju zvočnega vzorca, vzorca na konkretni ravni ter gibalnega vzorca. Posamezno vrsto vzorca smo predstavili s tremi najpogostejšimi shemami. Te sheme so AB, ABB ter ABC. V raziskavi je sodelovalo 50 otrok, starih od 5 do 7 let. Rezultate smo zabeležili ter ugotovili, da so bili otroci najuspešnejši pri prepoznavanju gibalnega vzorca s shemo AB ter ABB. Rezultati so pokazali, da so otroci najuspešnejši pri prepoznavanju vzorca na konkretni ravni pri shemi ABC. Največji izziv pa je otrokom, pri vseh shemah, predstavljal zvočni vzorec. Posamezne razlike pri prepoznavanju vzorcev so bile majhne.
Keywords:	Matematika v vrtcu, učenje matematike, vzorec, vzorec na konkretni ravni, zvočni vzorec, gibalni vzorec.
Place of publishing:	Maribor
Publisher:	[T. Dobnik]
Year of publishing:	2018
PID:	20.500.12556/DKUM-70458
UDC:	373.2.091.3:51(043.2)
COBISS.SI-ID:	23976456
NUK URN:	URN:SI:UM:DK:3NATN9MX
Publication date in DKUM:	24.08.2018
Views:	1374
Downloads:	200
Metadata:
Categories:	PEF
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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:	13.05.2018

Secondary language

Language:	English
Title:	The influence of the pattern type on children's abilities to connect the pattern with the pictorial representation
Abstract:	The thesis paper, entitled The Influence of the pattern type on children’s abilities to connect the pattern with the pictorial representation, consists of a theoretical and empirical part. The theoretical part presents mathematics in kindergarten. In kindergarten, children are often faced with this particular scientific field. In the playroom, they notice various symbols, numbers and demonstrations that are a part of the mathematic field. Mathematic-related activities from the can be either planned or unplanned. In the chapter about patterns we become familiar with pattern types as well as pattern-related activities. The empirical part presents the results of the research the aim of which was to determine whether children are able to recognize different pattern types and connect them to the corresponding pictorial representations. We were particularly interested in whether the type of pattern has any influence on the child’s success at recognizing and connecting the pattern to the corresponding pictorial representation. We have checked if there were individual differences regarding the connection of sound patterns, core patterns and movement patterns. The individual pattern type was presented by means of using the three most common schemes; these are AB, ABB and ABC. 50 children, aged from 5 to 7, took part in the research. We have marked the results and came to the conclusion that the children were most successful in the movement pattern recognition of the AB and ABB schemes. The results have also shown great success in the core patterns recognition of the ABC scheme. The biggest challenge, however, regarding all scheme types, was the recognition of sound patterns. The individual differences in pattern recognition weren’t noticeable.
Keywords:	Mathematics in kindergarten, mathematics learning, pattern, core pattern, sound pattern, movement pattern.

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