5-6 gadu vecu bērnu problēmrisināšanas prasmju sekmēšana matemātikas satura apguves procesā
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Latvijas Universitāte
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lav
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Kvalifikācijas darbs: 5-6 gadu vecu bērnu problēmrisināšanas prasmju sekmēšana matemātikas satura apguves procesā. Darba autore: Mairita Vimba. Darba vadītāja: Dr.paed. Ineta Helmane. Darba mērķis: teorētiski un praktiski pētīt bērnu problēmrisināšanas prasmju sekmēšanu matemātikas satura apguves procesā. Darbs sastāv no divām daļām – teorētiskā un empīriskā pētījuma. Teorētiskajā daļā analizētas un apkopotas teorētiskās atziņas un pētīti dokumenti par pirmsskolā apgūstamo matemātikas mācību jomas saturu un problēmrisināšanas prasmju sekmēšanu pirmsskolas 3. posma matemātikas satura apguvē, kā arī didaktisko spēļu, priekšmetisko darbību un skolotāju lomu šo procesu īstenošanā. Darba empīriskajā daļā aprakstīta pētnieciskā darbība pirmsskolas izglītības iestādē, kurā pētīti 16 bērni, vecumā no 5 – 6 gadiem. Pētījums balstīts uz autora radītu didaktisko metamo kauliņu spēli matemātikas prasmju pilnveidei, veicinot tādas prasmes kā skaitīšana un saskaitīšana 12 apjomā, blakus skaitļa un skaitļa sastāva noteikšanas prasmju apguve, aktīvā darbībā vizuāli uzskatāmi attēlojot dažādus daudzumus. Papildus pētījumam ir aprakstīti arī citi problēmrisināšanas uzdevumi matemātikas satura apguvei. Darba apjoms: 25 pētn. d. lpp., 83 bibliogrāfiskie nosaukumi, 4 tabulas, 19 attēli, 10 pielikumi. Atslēgvārdi: matemātiskās prasmes, problēmrisināšana, aritmētika, skaitļu sastāvs, zināšanu konstruēšana, metamo kauliņu spēle, Numicon, 5-6 gadīgi bērni.
Qualification thesis: Promoting problem solving skills of 5–6-year-olds through mathematical content learning Author: Mairita Vimba. Supervisor: Dr.paed. Ineta Helmane. Objective of the work: to study theoretically and practically the promotion of children’s problem-solving skills in mathematical content learning. The work consists of two parts – theoretical and empirical study. The theoretical part analyzes and summarises theoretical knowledge on the promotion of problem-solving skills in pre-school learning through mathematical content learning. The theoretical part analyzes and summarizes theoretical findings and researched documents on the content of the mathematics subject to be learned in preschool and the promotion of problem-solving skills in the learning of the mathematics content of kindergarten, as well as the role of didactic games, concrete objects and teacher’s role in the implementation of these processes. The empirical part of the work describes a teaching experiment in a kindergarten, where 16 children, aged 5-6 years, were studied. The study is based on a dice game created by the author designed for learning math skills, promoting such skills as counting and adding up to 12, as well as promoting the skills of determining the next number and number composition by graphically representing quantities. In addition to research, other problem-solving tasks are also described. Volume: 25 pages of practical research, 83 bibliographic entries, 4 tables, 19 figures, 10 attachments. Keywords: 5–6-year-olds, mathematical skills, problem-solving, arithmetic, knowledge construction, dice game, Numicon, 5–6-year-olds.
Qualification thesis: Promoting problem solving skills of 5–6-year-olds through mathematical content learning Author: Mairita Vimba. Supervisor: Dr.paed. Ineta Helmane. Objective of the work: to study theoretically and practically the promotion of children’s problem-solving skills in mathematical content learning. The work consists of two parts – theoretical and empirical study. The theoretical part analyzes and summarises theoretical knowledge on the promotion of problem-solving skills in pre-school learning through mathematical content learning. The theoretical part analyzes and summarizes theoretical findings and researched documents on the content of the mathematics subject to be learned in preschool and the promotion of problem-solving skills in the learning of the mathematics content of kindergarten, as well as the role of didactic games, concrete objects and teacher’s role in the implementation of these processes. The empirical part of the work describes a teaching experiment in a kindergarten, where 16 children, aged 5-6 years, were studied. The study is based on a dice game created by the author designed for learning math skills, promoting such skills as counting and adding up to 12, as well as promoting the skills of determining the next number and number composition by graphically representing quantities. In addition to research, other problem-solving tasks are also described. Volume: 25 pages of practical research, 83 bibliographic entries, 4 tables, 19 figures, 10 attachments. Keywords: 5–6-year-olds, mathematical skills, problem-solving, arithmetic, knowledge construction, dice game, Numicon, 5–6-year-olds.