Integracija matematike z drugimi področji kurikuluma z vidika bodočih vzgojiteljev

Škerget, Eva

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Title:	Integracija matematike z drugimi področji kurikuluma z vidika bodočih vzgojiteljev
Authors:	ID Škerget, Eva (Author) ID Antolin Drešar, Darja (Mentor) More about this mentor...
Files:	VS_Skerget_Eva_2024.pdf (1,10 MB) MD5: 752EFBA63BCD244FF64BAFEEEDBB6CAC
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 Integracija matematike z drugimi področji kurikuluma z vidika bodočih vzgojiteljev smo predstavili razvojne značilnosti učenja predšolskih otrok, različna kurikularna področja v slovenskih javnih vrtcih; kaj je integracija področij, kakšen je njen pomen in na kakšne načine se izvaja. Podrobneje smo opredelili tudi pomen matematike v zgodnjem otroštvu, ustrezne pristope pri učenju predšolskih otrok in povezovanje matematike z ostalimi področji kurikuluma. Želeli smo izpostaviti predvsem pozitivne posledice, ki jih prinaša integracija vseh področij kurikuluma, z osredotočenostjo na povezovanje matematike z ostalimi področji. V empiričnem delu diplomske naloge smo preučevali zaznavanje integracije matematike z ostalimi področji z vidika študentov Predšolske vzgoje. Anketni vprašalnik so izpolnjevali redni in izredni študenti 1., 2. in 3. letnika Pedagoške fakultete Maribor, smeri Predšolska vzgoja. Želeli smo predvsem raziskati, kako pogosto študenti zaznavajo povezovanje matematike z ostalimi področji; odvisnost zaznavanja od posameznikovega odnosa do matematike in s katerimi področji se matematika največkrat povezuje. Raziskava je pokazala, da študenti predšolske vzgoje zaznavajo integracijo različnih kurikularnih področij v majhni meri, pri čemer je integracija s področjem matematike najredkeje zaznana. Študenti najpogosteje opažajo povezovanje matematike s področjema jezika in narave, najmanj pa s področjem družbe. Poleg tega rezultati kažejo, da študenti s pozitivnim odnosom do matematike pogosteje zaznavajo povezovanje matematike z drugimi področji kot študenti z negativnim odnosom do matematike. Prav tako izredni študenti to integracijo opažajo v večji meri v primerjavi z rednimi študenti.
Keywords:	zgodnje učenje matematike, integracija kurikularnih področij, načini izvajanja integracije.
Place of publishing:	Maribor
Publisher:	[E. Škerget]
Year of publishing:	2024
PID:	20.500.12556/DKUM-90870
UDC:	373.2.016:51(043.2)
COBISS.SI-ID:	218849539
Publication date in DKUM:	12.12.2024
Views:	170
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:	01.10.2024

Secondary language

Language:	English
Title:	Integration of mathematics with other areas of the curriculum from the perspective of future educators
Abstract:	In the theoretical part of our bachelor's thesis, the development characteristics of preschool children's learning and different curriculum areas of Slovenian public preschool education are introduced. Additionally, the concept of integration, its definition and implementation methods are explained. The significance of mathematics in early childhood, the appropriate teaching approaches used in preschool education and the integration of mathematics with other curriculum areas are specified. Our thesis aims to emphasise the advantages of curriculum integration with a focus on integrating mathematics with different subjects. In the empirical part, the Preschool Education students’ perception of the integration of mathematics with other curriculum areas is examined. A questionnaire was completed by full-time and part-time students in the first three years of the higher education programme Preschool Education at the Faculty of Education in Maribor. We aimed to examine the frequency of students’ perception of integration of mathematics with other curriculum areas, the dependence of the perception on the individual’s attitude towards mathematics and the most common areas mathematics integrates with. The research has shown that Preschool Education students perceive the integration of various curriculum areas to a lesser extent. Furthermore, the rarest integration perceived has been the one with mathematics. According to the participants, the most common curriculum areas integrated with mathematics are languages and science, while social studies are the least. Moreover, the results have shown that the students with a positive attitude towards mathematics perceive the integration of mathematics with other curriculum areas more frequently than the ones with a negative attitude towards it. The results also vary according to the study programmes, with part-time students perceiving the integration to a greater extent than full-time students.
Keywords:	early learning of mathematics, curriculum integration, methods of curriculum integration

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