Vpliv spola na povezovanje vzorca s slikovno reprezentacijo

Matko, Neva

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Title:	Vpliv spola na povezovanje vzorca s slikovno reprezentacijo
Authors:	ID Matko, Neva (Author) ID Kosi-Ulbl, Irena (Mentor) More about this mentor... ID Antolin Drešar, Darja (Comentor)
Files:	VS_Matko_Neva_2018.pdf (1,51 MB) MD5: CB807AFF89B3923A864355FBDE98774B PID: 20.500.12556/dkum/53d1062e-1e80-4ced-aa3c-22e684a6092e
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	V diplomskem delu smo predstavili matematiko v predšolskem obdobju in vlogo vzgojitelja pri spoznavanju otrok z matematiko. V nadaljevanju smo se osredotočili na vzorce, pri čemer smo predstavili delitev vzorcev na ponavljajoče se in rastoče vzorce. V empiričnem delu smo raziskovali vpliv spola na povezovanje vzorcev s slikovno reprezentacijo. Zanimalo nas je, ali spol vpliva na uspešnost izvedenih nalog, pri tem pa smo uporabili slikovno reprezentacijo, zvočne in gibalne vzorce ter vzorce iz kock. V raziskavi smo bili pozorni tudi na to, kako na uspešnost pri nalogah vplivata gradnik in vrsta vzorca. V raziskovalno skupino smo vključili 43 otrok drugega starostnega obdobja, torej v starosti od pet do sedem let, ki obiskujejo Vrtec Trbovlje. Otrokom smo pokazali zvočne in gibalne vzorce ter vzorce iz kock s tremi različnimi gradniki (AB, ABB, ABC). Otroci so imeli pred seboj slikovne reprezentacije, ki so jih morali povezati s predstavljenimi vzorci, mi pa smo pri tem ugotavljali vpliv spola na uspešnost povezovanja. Raziskava je pokazala, da so bili otroci najuspešnejši pri povezovanju vzorcev iz kock, najmanj uspešni pa pri povezovanju zvočnih vzorcev, in to ne glede na gradnik. Med raziskavo smo ugotovili, da na uspešnost povezovanja vzorcev s slikovnimi reprezentacijami spol nima vpliva.
Keywords:	predšolsko obdobje, zgodnja matematika, vzorci, ponavljajoči se vzorci, vpliv spola
Place of publishing:	Maribor
Publisher:	[N. Matko]
Year of publishing:	2018
PID:	20.500.12556/DKUM-70929
UDC:	373.2:51(043.2)
COBISS.SI-ID:	24017928
NUK URN:	URN:SI:UM:DK:KKMMFCEJ
Publication date in DKUM:	21.09.2018
Views:	1154
Downloads:	129
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:	20.06.2018

Secondary language

Language:	English
Title:	Gender impact on linking patterns to visual representation
Abstract:	The diploma thesis presents mathematics during the preschool period, and the role of a preschool teacher at acquainting the children with mathematics. Furthermore, it brings focus to patterns and the presentation of their division into recurrent patterns and growing patterns. In the empirical part of the thesis, we researched the influence of gender on the process of connecting the patterns with an image representation. We were interested in seeing whether the gender influences the success of the carried out tasks, while using image representation, audio patterns, motion patterns and cube patterns. During the research, we also paid attention to how the success of the tasks was influenced by a single constituent of a pattern itself and also the type of a pattern. The research group included 43 children of the second age group, between the ages of five and seven, who attend the kindergarten Vrtec Trbovlje. They were shown audio, motion and cube patterns with three different constituents (AB, ABB, ABC), and given image representations, which they then had to connect with the presented patterns. In the meantime, we were figuring out the correlation between the gender and the success of the given task. The research has shown the children were most successful at connecting cube patterns, and least successful at connecting audio patterns, regardless of the constituent. During the course of research, we also found that the success of connecting the patterns with image representations wasn’t influenced by gender.
Keywords:	preschool period, early mathematics, patterns, recurring patterns, gender influence

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