Mathematical activity:houses

Diplomsko delo je sestavljeno iz treh ključnih delov. V prvem delu, torej v teoretičnem delu, je predstavljeno, kako matematiko približamo otrokom v vrtcu in kakšna je pri tem vloga odraslega. Predstavljena sta tudi pojma subitizacija in kontekst ter didaktični pripomočki, s katerimi se otroci srečujejo na področju matematike. Opisano je, kako jih lahko uporabljamo v vrtcu. Predstavljenih je nekaj aktivnosti, povezanih s subitizacijo. V praktičnem delu je natančneje pojasnjena aktivnost Hišice, ki je bila izvajana v vrtcu. Gre za aktivnost, ki se izvede s subitizacijskimi karticami, z namenom spoznavanja velikostnih odnosov med števili pri otrocih. V okviru empiričnega dela so prikazani rezultati pedagoškega eksperimenta. Po začetnem testiranju v obeh primerjalnih skupinah so aktivnost Hišice več dni izvajali v eksperimentalni skupini. Končno testiranje je pokazalo, da so otroci eksperimentalne skupine dosegli boljše rezultate pri vseh nalogah v okviru aktivnosti Hišice. Nadalje je raziskava pokazala, da so otroci eksperimentalne skupine z nižjimi matematičnimi sposobnostmi uspešnejši od otrok kontrolne skupine z nižjimi matematičnimi sposobnostmi. Le-to nakazuje, da lahko s posvečanjem večje pozornosti posamezni spretnosti in omogočanju izkušenj s subitizacijo napredujejo tudi otroci, ki imajo nižje matematične sposobnosti.The thesis is composed of three key parts. The theoretical part presents the ways how to get mathematics closer to children in the kindergarten and what role does an adult play in this process. It also describes the concept of subitization and context as well as some didactic tools with which children encounter in the field of mathematics. The ways of using them in the kindergarten as well as some activities associated with subitization are also presented in this part. The practical part deals more accurately with the activity of the game Cottage, which was performed in the kindergarten. It is an activity, which is carried out with subitizing cards, with the intention of discovering the size relationships between numbers in the group of children. The empirical part presents the results of pedagogical experiment. After initial testing in both comparative groups, the activity of the game Cottage was carried out in the experimental group for several days. Final tests have shown that the children in the experimental group achieved better results in all tasks. Further researches have revealed that children in the experimental group with lower mathematical abilities performed better than children with lower mathematical abilities in the control group. This indicates that, by paying more attention to individual skills and by facilitating experience with subitization, the progress with children, who have lower math skills, is also possible