Strategic mathematical games with the rule 3-in-a row in preschool period

Z matematiko se srečujemo na vsakem koraku našega življenja in je za nas tudi zelo pomembna ter uporabna. Z njo se zelo zgodaj srečajo tudi otroci, že v predšolskem obdobju. Pri tem imamo zelo pomembno vlogo odrasli, ki moramo otrokom omogočiti čim bolj pester nabor matematičnih izkušenj. To je najlažje narediti z uporabo različnih načrtovanih in spontanih matematičnih dejavnosti, najpogosteje izvedenih preko igre. Cilj te diplomske naloge je bil raziskati, kako otroci posegajo po matematičnih dejavnostih ter kaj jim njihov miselni razvoj omogoča in česa ne. V raziskavi smo izvedli tri različne igre, ki temeljijo na pravilu tri v vrsto in skušali ugotoviti, kako jih otroci igrajo, kaj jim dela težave in kaj je značilno za njihovo razmišljanje pri igranju. V raziskavo so bili vključeni otroci stari od 3 do 6 let. Otrokom smo igre najprej predstavili in nato smo jih opazovali pri igri ter beležili, katera pravila razumejo ter katerih ne. Nato smo igre pustili na različnih mestih ter beležili, v kolikšni meri jih otroci samostojno vzamejo ter jih igrajo. Na koncu pa smo igre razdelili tudi otrokom, da so jih doma igrali s starši in njihove vtise pridobili tudi na podlagi kratkega anketnega vprašalnika. Prišli smo do ugotovitve, da večina otrok razume vsa pravila iger, da se za te igre v največji meri odločajo ob spodbudi odraslega in da so bile tudi staršem te igre zanimive.Mathematics is applied in almost every aspect of our lives and it is every important and useful for us. Children gain first mathematical experience very early in their lives, in preschool period. In the process adults play an important role as it is necessary to provide them a set of mathematical experience as varied as possible. And the easiest way is to apply different planned and spontaneous mathematical activities carried out within the game. The purpose of this thesis was to investigate how children reach for mathematical activities and what their cognitive development enables or disables them to do. In the study, three different games were conducted based on the rule 3-in-a row. The aim was to find out how the children played the game, what caused them problems, and what was typical of their thinking while playing the game. Children aged from three to six years took part in the study. Firstly, the rules of the game were introduced to the children, then the children were observed by taking notes on which rules they understood and which they did not. Then the games were laid out in different locations. We took notes to see the extent to which the children adopted and played with the games independently. At the end the games were given to the children to play with them at home with their parents. The parents were asked to share with us their impressions by answering a short questionnaire. The research findings show that most children understood all the rules of these games, they were mostly engaged in these games when encouraged by the grown up and that these games were also interesting to their parents