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https://doi.org/10.15516/cje.v20i0.3036

Mathematical Modelling of Natural and Social Context at Preschool Level of Education

Dragica Milinković   ORCID icon orcid.org/0000-0003-4970-1660 ; University of East Sarajevo, Faculty of Education in Bijeljina
Milenko Ćurčić   ORCID icon orcid.org/0000-0002-3825-0641 ; University of East Sarajevo, Faculty of Education in Bijeljina

Puni tekst: engleski, pdf (250 KB) str. 157-174 preuzimanja: 74* citiraj
APA 6th Edition
Milinković, D. i Ćurčić, M. (2018). Mathematical Modelling of Natural and Social Context at Preschool Level of Education. Croatian Journal of Education, 20 (Sp.Ed.3), 157-174. https://doi.org/10.15516/cje.v20i0.3036
MLA 8th Edition
Milinković, Dragica i Milenko Ćurčić. "Mathematical Modelling of Natural and Social Context at Preschool Level of Education." Croatian Journal of Education, vol. 20, br. Sp.Ed.3, 2018, str. 157-174. https://doi.org/10.15516/cje.v20i0.3036. Citirano 04.07.2020.
Chicago 17th Edition
Milinković, Dragica i Milenko Ćurčić. "Mathematical Modelling of Natural and Social Context at Preschool Level of Education." Croatian Journal of Education 20, br. Sp.Ed.3 (2018): 157-174. https://doi.org/10.15516/cje.v20i0.3036
Harvard
Milinković, D., i Ćurčić, M. (2018). 'Mathematical Modelling of Natural and Social Context at Preschool Level of Education', Croatian Journal of Education, 20(Sp.Ed.3), str. 157-174. https://doi.org/10.15516/cje.v20i0.3036
Vancouver
Milinković D, Ćurčić M. Mathematical Modelling of Natural and Social Context at Preschool Level of Education. Croatian Journal of Education [Internet]. 2018 [pristupljeno 04.07.2020.];20(Sp.Ed.3):157-174. https://doi.org/10.15516/cje.v20i0.3036
IEEE
D. Milinković i M. Ćurčić, "Mathematical Modelling of Natural and Social Context at Preschool Level of Education", Croatian Journal of Education, vol.20, br. Sp.Ed.3, str. 157-174, 2018. [Online]. https://doi.org/10.15516/cje.v20i0.3036
Puni tekst: hrvatski, pdf (250 KB) str. 157-174 preuzimanja: 56* citiraj
APA 6th Edition
Milinković, D. i Ćurčić, M. (2018). Matematičko modeliranje prirodnog i društvenog konteksta u predškolsko doba. Croatian Journal of Education, 20 (Sp.Ed.3), 157-174. https://doi.org/10.15516/cje.v20i0.3036
MLA 8th Edition
Milinković, Dragica i Milenko Ćurčić. "Matematičko modeliranje prirodnog i društvenog konteksta u predškolsko doba." Croatian Journal of Education, vol. 20, br. Sp.Ed.3, 2018, str. 157-174. https://doi.org/10.15516/cje.v20i0.3036. Citirano 04.07.2020.
Chicago 17th Edition
Milinković, Dragica i Milenko Ćurčić. "Matematičko modeliranje prirodnog i društvenog konteksta u predškolsko doba." Croatian Journal of Education 20, br. Sp.Ed.3 (2018): 157-174. https://doi.org/10.15516/cje.v20i0.3036
Harvard
Milinković, D., i Ćurčić, M. (2018). 'Matematičko modeliranje prirodnog i društvenog konteksta u predškolsko doba', Croatian Journal of Education, 20(Sp.Ed.3), str. 157-174. https://doi.org/10.15516/cje.v20i0.3036
Vancouver
Milinković D, Ćurčić M. Matematičko modeliranje prirodnog i društvenog konteksta u predškolsko doba. Croatian Journal of Education [Internet]. 2018 [pristupljeno 04.07.2020.];20(Sp.Ed.3):157-174. https://doi.org/10.15516/cje.v20i0.3036
IEEE
D. Milinković i M. Ćurčić, "Matematičko modeliranje prirodnog i društvenog konteksta u predškolsko doba", Croatian Journal of Education, vol.20, br. Sp.Ed.3, str. 157-174, 2018. [Online]. https://doi.org/10.15516/cje.v20i0.3036

Sažetak
This work indicates the importance of mathematical modelling, which results in the adoption of mathematical concepts through development of problem-solving abilities and logical-mathematical thinking. Teaching methodology literature perceives mathematical modelling as a frame for learning mathematics within which other sciences and scopes of life are studied through mathematical contents. For preschool children, it is the world they live in, where each new situation represents a real natural problem. Mathematical modelling is another social experience and novelty in their lives. At an early age, modelling is a revealing activity that entails mathematisation of a real situation and creation of a model. This enables children to focus their attention on different types of presentation of the variable relations. This paper presents the research of preschool teachers’ attitudes about values of mathematical modelling, its appropriateness for early childhood, and possible application in preschool mathematics learning. By using the questionnaire on the sample of 197 subjects, the obtained results confirm preschool teachers’ positive attitude towards modelling, but also the insufficient knowledge about theoretical and practical trends related to this topic.

Ključne riječi
early childhood; learning in context; logical-mathematical thinking; problem-solving abilities; visual models.

Hrčak ID: 224083

URI
https://hrcak.srce.hr/224083

[hrvatski]

Posjeta: 221 *