Slikanica kot spodbuda za matematično ustvarjalnost v osnovnošolskem izobraževanju
DOI:
https://doi.org/10.55707/ds-po.v41i2.186Ključne besede:
matematične delavnice, ustvarjanje nalog, dodatni pouk matematike, razredni pouk, interdisciplinarni pristopPovzetek
V raziskavi smo preučili, kako lahko slikanica služi kot spodbuda za razvoj matematične ustvarjalnosti pri nadarjenih učencih nižjih razredov osnovne šole. Štirje učenci so sodelovali v treh delavnicah, ki so temeljile na slikanici Brojalica (The Counting Book, Donaldson & King-Chai, 2021) in v okviru katerih so ustvarjali nove matematične naloge. Analiza učenčevih izdelkov in izjav je pokazala postopni prehod od reproduktivnega razmišljanja k ustvarjalnemu ter razvoj fleksibilnosti, fluentnosti, izvirnosti in metakognitivne zavesti. Učenci so matematiko začeli doživljati kot prostor igre, raziskovanja in domišljije in ne le kot sistem iskanja pravilnih rešitev. Slikanica je bila učinkovito izhodišče, ki povezuje zgodbo, podobo in število ter ustvarja čustveni kontekst, v katerem se razvijata motivacija in občutek smisla. Rezultati potrjujejo, da se matematična ustvarjalnost ne razvija spontano, temveč skozi metodično vodene dejavnosti, ki učencem omogočajo svobodo razmišljanja in izražanja. Takšen integrirani pristop prispeva k razvoju pozitivnega odnosa do matematike ter spodbuja učence, da se doživljajo kot ustvarjalce znanja, kar predstavlja pomembno usmeritev za prihodnjo pedagoško prakso.
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