PROBLEM METHOD IN PRESCHOOL MATHEMATICS
Keywords:
ogical-mathematical content activity, the formation of mathematical concepts, methods of problem situations, problem-solving tasks, logical-mathematical thinkingAbstract
The content of pre-school mathematics and mathematics education at all levels, is characterized by abstraction, which limits their adoption to the thought processes and the formation of concepts. Unlike to the fact that the empirical origin, and to be adopted in other fields of education work in kindergarten, the adoption of mathematical concepts is a continuous process of solving various numerical and essay-type questions. Mathematical tasks, therefore, constitute a means of adopting content preschool children logicalmathematical activities.
To develop mathematical concepts is extremely important method of problem situations, which, unlike other methods of educational work, engaging the overall intellectual potential of the child. Given its widespread acceptance in preschool pedagogy, problem solving method finds its application through problem solving adjusted level of mental development and specifics of preschool age.
In order to achieve their educational purpose, problem-solving tasks on the one hand, must comply with mathematics as a science and to psychology in terms of development of logical-mathematical thinking, and on the other, they must meet certain methodological requirements, particularly the gradual crossing the practical and perceptual, concrete ways of presenting to the abstract-symbolic.
References
Vygotski, L. S., Denken und Sprechen, Olten, Frankfurt a. M., стр. 357-436, 1969.
Eigler, G., Judith, H. u. A, Grundkurs Lehren und Lernen, Weinheim/ Basel, стр. 78-89, 1973.
Каменов, Е., Збирка задатака из математике за предшколску децу, Драгон, Нови Сад, стр. 3-6, 2009.
Марјановић, М., Методика математике, Други део, Учитељски факултет, Београд, стр. 56-62, 1996.
Петровић, Н., Модели диференциране наставе математике и успјех ученика, у: Ђурић, Ђ.: Особине ученика и модели диференциране наставе – чиниоци ефикасности основног образовања 1, Учитељски факултет, Сомбор, стр. 109-120, 1997.
Piaget, J., Psychologie der Intelligenz, 3. Neuaufl, Olten, Frankfurt a. M. стр. 95-141, 1992.
Република Српска, Министарство просвјете и културе, Програм предшколског васпитања и образовања, Завод за уџбенике и наставна средства, Источно Сарајево, стр. 71-74, 2007.
Riley, М.S. и др., Development of children's problem solving ability in aritmetic, Academic Press, New York, стр. 153-196, 1983.
Riley, M.S., Greeno, J.G., Developmental analisys of understanding language about quantities and of solving problems, Academic Press, New York, стр. 49-101, 1988.
Rubinštajn, S. L., O mišljenju i putevima njegovog istraživanja, Zavod za udžbenike i nastavna sredstva, Beograd, str. 64-73, 1981.
Talysina, N. F., Teoretičeskie problemi programirovanogo obučenia, IZD-vo MGU, Moskva, стр. 39-64, 1969.
