With I-board to Better Mathematical Conceptions

Suzana Plemenitaš-Centrih, Mateja Tovornik
suzana@os-dobje.si, tovornik.mateja@gmail.com
OŠ Dobje

Povzetek

Zaradi abstraktnosti in hierarhične zgrajenosti je matematika drugačna kot ostali predmeti. Abstraktno naravo predmeta je treba pri prvošolčkih začeti razvijati na konkretnih primerih. V prvem razredu se lahko zgodi, da zaradi prevelike uporabe slikovnega materiala učitelj izpusti fazo učenja s konkretnimi dejavnostmi.
V članku želiva predstaviti, kako sva v prvem razredu načrtovali in izvajali delo pri urah matematike in kako sva v pouk vključili uporabo i-table.
I-tabla ne omogoča izvajanja konkretnih dejavnosti pri pouku, omogoča pa boljše slikovne predstave otrok, kar posledično omogoča, da otrok s konkretnega in slikovnega z lahkoto drseče prehaja na abstraktni nivo mišljenja.
Prikazati želiva, kako sva pri pouku matematike v matičnem razredu izvajali konkretne dejavnosti in s tem razvijali konkretne predstave, v učilnici z i-tablo pa slikovne in tudi abstraktne predstave pri orientaciji in razvrščanju, razvoju predštevilskih in številskih predstav ter razvijanju problemskih znanj.

Ključne besede: 1. razred, matematika, i-tabla, razvijanje matematičnih predstav.

Abstract

Being abstract and hierarchical in substance, mathematics is very different from other subjects. For first grade pupils, the abstract nature of subject has to be built on concrete cases. It can happen in first grade that the phase of teaching concrete activities is left out by teacher because of the excessive use of the photo material during the teaching process. In this article, we would like to introduce our achievements on planning and executing work at mathematics lessons and how we included use of the i-board in the process of teaching. I-board cannot provide execution of concrete activities during lessons, on the other hand it can provide better visual presentation for pupils, with the consequence that pupils more easily and fluidly pass on to abstract thinking through concrete and imaginable photo material. We would like to present how we have executed concrete activities and have consecutively developed concrete conceptions during mathematics lessons in our prime class and, in the classroom with an i-board we have developed also imaginable and abstract conceptions in the fields of orientation, pre-numerical and numerical conceptions development, and problem solving knowledge development.

Key words: 1st grade, mathematics, i-board, mathematical conception development