| Author/Editor | Levstek, Tatjana; Bregant, Tina; Podlesek, Anja | |
| Title | Razvoj aritmetičnih sposobnosti | |
| Type | članek | |
| Vol. and No. | , št. 22 | |
| Publication year | 2013 | |
| Volume | str. 115-121 | |
| Language | slv | |
| Abstract | Aritmetika je veja matematike, ki se ukvarja s števili. Ime izhaja iz grške besede "arithmos", ki pomeni število. Poznavanje števil je nujno za razumevanje matematike, zato je razvoj aritmetičnih sposobnosti področje dolgoletnega znanstvenega raziskovanja. Novejše raziskave so pokazale, da razvoj aritmetičnih sposobnostih ne temelji zgolj na pridobivanju izkušenj in učenju, temveč so nam nekatere aritmetične sposobnosti, predvsem občutek za količino, vrojene. Že dojenčki so sposobni razlikovati množici z različnimi elementi, številčnost pa dojemajo amodalno. Pri šestih mesecih ločijo množici, katerih število elementov je v razmerju 1 : 2, s starostjo pa se to razmerje hitro izboljšuje. Petletni otroci že ločijo skupini, katerih število elementov je v razmerju 7 : 8. Sposobnost primerjanja dveh količin se začne razvijati šele po 15. mesecu starosti, preštevanja pa se otroci naučijo spontano, z učenjem jezika. Govor otroku omogoči, da števila dobijo abstrakten, simbolni pomen, s tem pa se odpre pot k simbolni aritmetiki. Otroci v predšolskem obdobju računajo po intuiciji, v šoli pa aritmetika temelji na učenju postopkov za reševanje problemov. Pri šolskem usvajanju matematičnih znanj prevzame glavno nalogo spomin in avtomatizacija procesov, pri čemer intuicijo zapostavimo. Vendar so raziskave pokazale, da je intuicija zelo pomembna in je celo napovedni dejavnik razvoja matematičnih kompetenc preko celotnega šolanja.Arithmetic (from the word "arithmos" which means "numbers") is an elementary branch of mathematics. Numeracy is essential for understanding mathematics, so the development of arithmetic abilities has been an area of scientific research for a long time. Recent research has shown that the development of arithmetic abilities is not based only on gaining experience and learning. Some arithmetic abilities, especially the sense of quantity, are innate. Even babies are able to distinguish between groups with different number of elements and they perceive numeracy amodally. Six-month-olds distinguish between two groups with the numeracy ratio of 1 : 2. With age this ratio improves rapidly. Five-year-old children already distinguish between groups with the number ratio 7 : 8. The ability to compare two quantities begins to develop after 15 months of age and children learn how to count spontaneously, together with the acquisition of language. Speech enables children to understand number in its abstract, symbolic sense, thus opening the way to symbolic arithmetic. During the preschool period children use intuition when doing calculations, but in school the arithmetic is based on the knowledge of arithmetical algorithms. So, in order to acquire mathematical knowledge, it is necessary to incorporate memory and automate arithmetical processes, without the use of intuition. However, research has shown that intuition is very important and is even a predictive factor for the development of mathematical abilities throughout the schooling process. | |
| Keywords | števila matematika matematične sposobnosti aritmetika razvoj otroka numbers mathematics mathematical abilities arithmetics childhood development |