{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-AR8HAWAE/2ebdbc3d-0c95-49fa-817e-1e4c1360f53d/PDF","dcterms:extent":"1058 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-AR8HAWAE/082cec8a-6ded-449c-b657-d12056391168/TEXT","dcterms:extent":"20 KB"}],"edm:TimeSpan":{"@rdf:about":"2025-2025","edm:begin":{"@xml:lang":"en","#text":"2025"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-AR8HAWAE","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-5L0SRALH"},{"@xml:lang":"sl","#text":"Revija inovativna pedagogika"}],"dcterms:issued":"2025","dc:creator":"Avguštin, Alenka","dc:format":[{"@xml:lang":"sl","#text":"letnik:1"},{"@xml:lang":"sl","#text":"številka:3"},{"@xml:lang":"sl","#text":"str. 577-585"}],"dc:identifier":["DOI:10.63069/rk6frr74","COBISSID_HOST:236577795","ISSN:3024-031X","URN:URN:NBN:SI:doc-AR8HAWAE"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Vzgojno-izobraževalni zavod Antona Martina Slomška"},"dc:subject":[{"@xml:lang":"en","#text":"algorithmic thinking"},{"@xml:lang":"sl","#text":"algoritmično mišljenje"},{"@xml:lang":"sl","#text":"Informacijsko-komunikacijska tehnologija"},{"@xml:lang":"sl","#text":"Interdisciplinarnost v izobraževanju"},{"@xml:lang":"sl","#text":"Matematika"},{"@xml:lang":"sl","#text":"medvrstniško učenje"},{"@xml:lang":"sl","#text":"Osnovnošolsko izobraževanje"},{"@xml:lang":"en","#text":"peer learning"},{"@xml:lang":"sl","#text":"Scratch (programski jezik)"}],"dcterms:temporal":{"@rdf:resource":"2025-2025"},"dc:title":{"@xml:lang":"sl","#text":"Scratch kot orodje za utrjevanje matematičnih vsebin in razvoj algoritmičnega razmišljanja v 4. razredu|"},"dc:description":[{"@xml:lang":"sl","#text":"The paper explores how using the Scratch programming language in mathematics lessons contributes to the development of algorithmic thinking while simultaneously consolidating mathematical concepts in Grade 4 pupils. We aim to describe the classroom approach, where pupils used Scratch to create a mathematics quiz to practice rounding numbers and written addition and subtraction up to 10,000. By taking the quizzes, they consolidated their knowledge, exchanged feedback, and improved their projects as a result. The success of the activity was measured using a case study method, where data was collected via observation, questioning, and analysis of pupils' work. Key findings indicate that pupils enjoyed creating quizzes, developing mathematical and computational skills, and were actively engaged in peer collaboration to improve their projects. All pupils were motivated, which indicated a positive effect of integrating programming into the classroom. Future improvements could include additional support for incorporating animations and providing more time for task completion"},{"@xml:lang":"sl","#text":"Prispevek obravnava, kako lahko uporaba programskega jezika Scratch pri pouku matematike prispeva k razvoju algoritmičnega razmišljanja in hkrati utrjevanju matematičnih vsebin pri učencih 4. razreda. Naš cilj je opisati način dela v razredu, kjer so učenci s pomočjo Scratcha ustvarili matematični kviz za utrjevanje zaokroževanja števil ter pisnega seštevanja in odštevanja do 10000. S preizkušanjem kvizov so utrjevali znanje, si izmenjevali povratne informacije ter na podlagi tega izboljšali svoje izdelke. Uspešnost dejavnosti smo pridobivali z metodo študije primera, kjer smo zbirali podatke z opazovanjem, spraševanjem in analizo učenčevih izdelkov. Ključne ugotovitve so pokazale, da so učenci z veseljem ustvarjali kvize, razvijali tako matematična kot računalniška znanja ter aktivno medvrstniško sodelovali pri izboljševanju svojih izdelkov. Vsi učenci so bili motivirani, kar je nakazovalo na pozitiven učinek vključevanja programiranja v pouk. V prihodnosti bi bila potrebna dodatna podpora pri vključevanju animacij ter možnost daljšega časa za izvedbo nalog"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-AR8HAWAE","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-AR8HAWAE"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-AR8HAWAE/2ebdbc3d-0c95-49fa-817e-1e4c1360f53d/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Vzgojno-izobraževalni zavod Antona Martina Slomška"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-AR8HAWAE/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-AR8HAWAE"}}}}