Title Vizualno-auditivno-kinestetički pristup učenju matematike Title (english) Visual-auditive-kinestetic Model of Learning in the Learning Process of Mathematics Author Lara Karabatić Mentor Dubravka Glasnović-Gracin (mentor)Committee member Dubravka Glasnović-Gracin (predsjednik povjerenstva)Committee member Goran Trupčević (član povjerenstva)Committee member Matea Gusić (član povjerenstva)Granter University of Zagreb Defense date and country 2020-07-07, Croatia Scientific / art field, NATURAL SCIENCES Scientific / art field, NATURAL SCIENCES Abstract Tema ovog diplomskog rada je VAK (vizualno, auditivno, kinestetički) model učenja te primjena određenih prednosti takvog modela učenja u nastavi matematike. VAK model je stil učenja koji se temelji na činjenici da je svako dijete individua koja usvaja pojmove na drugačiji način, koristeći svoja dominantna osjetila. Cilj rada je iznijeti činjenice o VAK metodi, prikazati prednosti i nedostatke iste, upozoriti na moguće pogrešno razumijevanje takve metode te prikazati jedno od mogućih rješenja primjene spomenute metode u nastavi matematike u 1. razredu.
U radu je opisan VAK model kao jedan od poznatijih stilova učenja te su opisani tipovi prema preferiranom načinu unosa podataka. Kako bi se moglo govoriti o VAK modelu u nastavi matematike, u radu su iznesene značajke početnog učenja matematike, tj. opisani su psihološki činitelji i metodika početnog učenja matematike. Naglašena je važnost prvog susreta djeteta s matematikom. Tada se postavljaju temelji koji će biti čvrsti ako se dijete izlaže različitim aktivnostima s konkretnim materijalima. Poput VAK metode, također i metodika početnog učenja matematike naglašava važnost korištenja više osjetila (vizualno, auditivno i kinestetičko) tijekom usvajanja pojmova. Prikazane su sličnosti VAK metode s već prisutnim aktivnostima u nastavi matematike. Tako je napravljena usporedba VAK metode i Montessori učenja matematike, matematike u waldorfskoj školi, IGSZ modela učenja matematike i aktivnosti s didaktičkim materijalima u nastavi matematike.
Na kraju rada prikazana je matematička kućica, didaktički materijal izrađen za potrebe ovog diplomskog rada. Osmišljena je kao nova ideja u kojoj su primijenjene VAK metoda i spoznaje o značajkama početnog učenja matematike. Izrađeni su materijali za različite, promišljene aktivnosti koje aktiviraju više osjetila. Namjera je ovoga rada dati prinos učiteljima u pripremi nastave matematike, poticati ih u izradi vlastitih didaktičkih materijala te pomoći učenicima da putem konkretnih primjera usvajaju nove matematičke pojmove i razvijaju matematičko mišljenje.
Abstract (english) The subject of this thesis is VAK (visual, auditive, kinestetic) model of learning and its appliance and advantage in the learning process of mathematics. VAK model is a learning style that primarily takes into consideration individual learning ability of each child, using their dominant sense. The objective of the thesis is to explain the VAK method, to show its advantages and disadvantages, to pay close attention to the possible misuse of the method and finally: to give examples of its application in teaching mathematics in the first year of elementary school.
The thesis describes VAK model as one of the most famous learning styles with different types of models, based on the preferred information input. In order to implement VAK model in teaching mathematics, the thesis presents the primary features of learning mathematics, by describing the psychological factors as well as methodology. It emphasizes the relevance of child's first encounter with mathemathics. That is the period of laying firm foundations for the future child's exposure to various activities with specific materials. Similar to the VAK method, the primary mathematics teaching methodology emphasizes the importance of simultaneous usage of senses (visual, auditive, kinestetic) during the learning process. The thesis also describes the similarities between VAK method and other activities in learning mathematics. It is compared to Montessori learning method, Waldorf method, IGSZ model (experience, language, pictures, symbols) as well as to mathematical activities with didactic materials.
At last, the thesis presents a mathematical house, didactic material specifically made for this thesis. It is designed as a new idea of applied VAK method, considering the early mathematics learning facts. It consists of different materials and activities for simultaneous sense activation. Its aim is to help teachers in their preparation for mathematics teaching, to encourage them in creating their own didactic materials as well as to help pupils in their critical thinking development while participating in the learning process of mathematics.
Keywords
nastava matematike
VAK model učenja
početno učenje matematike
matematička kućica
Keywords (english)
mathematics learning
VAK model
elementary mathematics learning skills
mathematical house
Language croatian URN:NBN urn:nbn:hr:147:941322 Study programme Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2021-02-01 13:26:32
