Izvleček
Pri pouku matematike učenci v 5. razredu spoznajo pojma obseg in ploščina. Pojma opredelijo, razlikujejo med njima, merijo ter računajo vrednosti pri pravokotnikih brez uporabe obrazcev. Predhodne tuje študije so pokazale, da obseg in ploščino učenci večkrat dojemajo (le) kot računska postopka, namenjena pridobivanju vrednosti količine pri danem liku in ne kot matematična pojma, dodatno imajo težave z razlikovanjem med obsegom in ploščino. V članku smo predstavili aktivnosti, ki spodbujajo razumevanje in povezovanje ter razlikovanje med omenjenima pojmoma. Te aktivnosti smo v študiji primera v sklopu izdelave magistrskega dela praktično preizkusili. Nekatere predstavljene dejavnosti temeljijo na pristopu poučevanja matematike v kulturnem kontekstu oz. t. i. etnomatematiki. Pristop temelji na ideji, da v poučevanje matematike vnesemo kontekste, ki temeljijo na lokalnih značilnostih. Matematika v kulturnem kontekstu je primer realistične matematike, ki vključuje življenjske probleme, vezane na kulturne značilnosti okolja. Razvili smo primer za slovensko kulturno okolje.
Abstract
Integration of Cultural Practices in Teaching Mathematics Pumpkin Seed Dryer and Perimeter/Area in Grade 5 of Primary School
The mathematical concepts of perimeter and area skills are typically taught in 5th grade. After pupils are given the definitions and the difference is explained, they are expected to be able to measure and then calculate the values of rectangles without using forms. International studies, however, have previously shown that pupils perceive perimeter and area as calculation procedures that are used to obtain the quantity value of a given geometrical figure rather than as mathematical concepts. What is more, they have difficulty discerning between the two. This article describes several activities that deepen pupils’ understanding of both concepts, show their relation and highlight the difference. The activities were practically tested in a case study, which was part of a master thesis. Some proposed activities are based on the approach to mathematics education in a cultural context or the so-called ethnomathematics. The basic idea is to integrate local cultural contexts into mathematics instruction. Mathematics in a cultural context is an example of realistic mathematics education, which is built around real-life situations in the students’ local environment. A case study for the Slovenian cultural context has been designed.