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Cultivation of pre-mathematical literacy
VOJTYLOVÁ, Ivana
Thesis shows the possibilities of developing pre-mathematic literacy in institutional preschool education. The work suggests the creation of natural situations in preschool education, in which children create the basics of mathematical concepts and processes. These are the very starting point for the foster of numeracy at a latter age. The theoretical part perceives the preschool child in terms of its development. It is primarily focused on the advancement of cognitive activities and physical abilities of the child. Another chapter is devoted to the pre-mathematic literacy and its specifics in preschool children. Beside other things, this part draws attention to the importance of linking GEP PE and foster of pre-mathematic literacy. The practical part describes the action research, which was aimed at identification of situations that encourage the emergence and enrichment of pre-mathematic literacy of preschool children in kindergarten's conditions. These situations are categorized in the text accordingly to specific dedication of given mathematical process. For each of these processes, the practical part offers suggestions of activities that can further develop pre-mathematic literacy.
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Knowledge of mathematics at the beginning of school attendance
MINÁŘOVÁ, Kristýna
The aim of the bachelor thesis is to create ten educational suggestions for the development of pre-mathematical literacy at pre-school age. The theoretical part deals with pre-school age, introduces the cognitive development and the individual cognitive processes that are important for the development of pre-mathematical literacy with pre-school children. It defines the concept of pre-mathematical literacy and defines its individual components. At the end of the theoretical part there are presented activities that develop the basic mathematical ideas in the stated age category. The practical part is divided into two parts the creation of ten educational offers on various topics for the development of pre-mathematical literacy with pre-school children and the subsequent evaluation of the teaching experiments that have been tested in a kindergarten.
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Quality of Worksheets in the Czech republic for developement of Pre-mathematics literacy
Dobrovolná, Vladimíra ; Kaslová, Michaela (advisor) ; Kropáčková, Jana (referee)
The Final thesis deals with the evaluation of worksheets based on pre-mathematics literacy. The analysis of 190 worksheets is supported with five chosen key criteria. This analysis is compared with the analysis of solutions of both, the selected worksheets of 50 students and 21 children of the pre-school age. This comparison of results shows the need of professional evaluation and correction of the worksheets from the mathematics, language and didactic angle of view just before their release. KEYWORDS: worksheet, pre-mathematics literacy, school maturity, pre-school child, kindergarten
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Abacus at kindergarten
Hiťhová, Daniela ; Kaslová, Michaela (advisor) ; Slezáková, Jana (referee)
This diploma thesis detects whether the children are in kindergarten able to accept the counter at selected activities/games. Children can develop dispositions within these activities/games and deepen skills related to premathematical literacy. The theoretical part focuses on the history of the counter and acquaints with the kinds of counters, their using and ways to use. This part is based on the theory of the term "natural number" and on related processes in the development of premathematical literacy. Farther is based on game theory, defines and classifies the game from different perspectives especially in relation to monitored series of activities. The practical part submites series of ten activities/games, that are designed for five to six year old children. Each activities are characterized, implementation of activities is documented and analyzed. Photographs and video records of selected parts are added to the diploma thesis.
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Labyrinths - in the role of an instrument developping space and plane orientation of pre-school child
Černá, Lenka ; Kaslová, Michaela (advisor) ; Kvasz, Ladislav (referee)
The aim of the thesis is to determine whether the practice of using a graded series of labyrinths affect their final solution, hence the orientation in the plane, check the level of understanding of labyrinths and determine whether the sex of children affect the resulting solution. Thus, the work environment uses of labyrinths to develop a structured orientation in a limited space for pre-school children aged five to six (seven) years. The theoretical part characterizes preschool child and explains the context pre- mathematical literacy and orientation in space/plane with the delegation on labyrinthsurthermore, the labyrinths of focus in terms of historical, semantic and didactic.Furthermore, the labyrinths of focus in terms of historical, semantic and didactic. The practical part describes research which in obtaining information from the set of samples used structured observations and findings to the final results of the comparative analysis. They are discussed in connection with: the needs of the child and their saturation; orientation in space/plane; problem situation; interactions of teachers and children. KEY WORDS Pre-school children, pre-mathematical literacy, space orientation, plane orientation, labyrinths, applied methods and phormes of solution.
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Graspig arithmetic learning environments by children (age 5-7) in kindergarten
Šubrtová, Eva ; Slezáková, Jana (advisor) ; Hejný, Milan (referee)
thesis: Children of pre-school age are entering stage of structural change of thinking. The way how they grasp solving mathematical tasks reflects whether these changes have already started. This work surveys visible intellectual outputs in the group of 20 children who passed set of experimental tasks at arithmetic learning environments "Stepping" and "Bus". Children were subsequently subjected to pedagogical diagnostics and results of this investigation and carried experiments were trade off. From comparison it can be concluded that results of both surveys correspond enough to facilitate the application of selected mathematical tasks as pedagogical diagnostic tools.
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Card-games for the 5-6 years old children in developement of pre-mathematics literacy
Kidery, Barbara ; Kaslová, Michaela (advisor) ; Jančařík, Antonín (referee)
TITLE: Card-games for the 5-6 years old children in developement of pre-mathematics literacy AUTHOR: Barbara Kidery DEPARTMENT: Mathematics & Mathematical Education Department SUPERVISOR: PhDr. Michaela Kaslová ABSTRACT: Diploma thesis investigates whether are preschoolers able to play selected card games, within which develope and deepen the skills, that are part of pre-mathematics literacy. The theoretical part is focused on the areas of child development that may affect and limit the children playing card games. Further clarifies the status of card games in various game categorization, introduces kinds of cards, card games and how to proceed in games with rules. The practical part presents ten card games played with 5-6 years old children, a detailed analysis of their rules, organization of the various games, analysis of video documentation acquired during games and methodological notes for the practice. KEYWORDS: pre-mathematics literacy, development of preschool child abilities, game with rules, card game
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Child accelerated in premathematics literacy
Vancová, Marie ; Kaslová, Michaela (advisor) ; Vondráková, Eva (referee)
The bachelor thesis discusses accelerated children in the field of premathematics literacy. It concentrates on characteristic signs of accelerated children in preschool age, methods of early identification, forms of education, development of accelerated individuals, and last but not least addresses premathematical education in pre-school. This work is divided into two parts, which coincide with the two main goals. The goal is: map the level of care for accelerated children in a selected pre-school and design work sheets for their development in premathematics literacy, which will support the preparation for school mathematics respecting individual needs of preschool children. This work offers 23 adapted and modified work sheets considering the specifications of the given group. Suitability has been verified on 13 children from 5 to 7, 2 years of age, identified officially as accelerated. The author assumes that this work will help to improve the care for accelerated children.
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