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Creating number concept up to 100
Panovská, Lucie ; Hejný, Milan (advisor) ; Jirotková, Darina (referee)
This diploma thesis deals with third-graders from one of Prague's elementary schools and their understanding of numbers. In addition to the Prodos textbooks, some didactical ideas were taken from the Fraus textbooks, which are aimed at the development of children's understanding mathematics. The experiments were carried out in a classroom and lasted one and a half year. Seven pupils were chosen to take part. The experiments were aimed at gauging their semantic and structural understanding of numbers. The pupils worked individually and were individually interviewed after the experiments. The assumption that pupils use strategies that are not taught in the classroom was confirmed, as well as the fact that the operation of subtraction is much more complicated than addition in mental arithmetic and also in written counting. However, the assumption that the pupils perform better when faced with financial matters as opposed to other situations was not confirmed. It came to light that when creating a verbal task, it is necessary to consider the pupil's understanding of the vocabulary used. Key Words: addition, subtraction, decomposition of number, computation, mathematics, calculative strategies
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Creating number concept up to 100
Panovská, Lucie ; Hejný, Milan (advisor) ; Jirotková, Darina (referee)
This diploma thesis deals with third-graders from one of Prague's elementary schools and their understanding of numbers. In addition to the Prodos textbooks, some didactical ideas were taken from the Fraus textbooks, which are aimed at the development of children's understanding mathematics. The experiments were carried out in a classroom and lasted one and a half year. Seven pupils were chosen to take part. The experiments were aimed at gauging their semantic and structural understanding of numbers. The pupils worked individually and were individually interviewed after the experiments. The assumption that pupils use strategies that are not taught in the classroom was confirmed, as well as the fact that the operation of subtraction is much more complicated than addition in mental arithmetic and also in written counting. However, the assumption that the pupils perform better when faced with financial matters as opposed to other situations was not confirmed. It came to light that when creating a verbal task, it is necessary to consider the pupil's understanding of the vocabulary used. Key Words: addition, subtraction, decomposition of number, computation, mathematics, calculative strategies
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Word problems on basic arithmetics
MALÁ, Barbora
This bachelor thesis with the title Word tasks in arithmetic bases deals with the curriculum of the fifth and sixth grade of the primary schools. The main emphasis is put on the right exercise assignment which is achieved with the demonstration of the fact how small assignment modification can have influence on the solving of particular exercise. The thesis is divided according to particular thematic units and at the same time the exercise are ordered according to the relevant grade. The thesis stylization is composed from the beginning in the way that it can function as a teaching tool individually. There is an addition of many graphic illustration and pictures for better understanding in the thesis.
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