DOI: https://doi.org/10.59132/rp/2026/1/72-77
Izvleček
Prispevek predstavlja primer dobre prakse vključevanja računalniškega mišljenja v pouk matematike v 3. razredu osnovne šole. Učna ura je bila zasnovana tako, da so učenci z uporabo kock LEGO Education reševali matematične naloge seštevanja in odštevanja, pri tem pa razvijali sposobnost razčlenjevanja problemov, oblikovanja zaporedja korakov (algoritmov), preverjanja rešitev in razlage postopkov. Lego kocke so bile uporabljene kot konkreten model matematičnega algoritma, kar je učencem omogočilo boljše razumevanje matematičnih pojmov in nalog. Primer kaže, da je mogoče računalniško mišljenje smiselno razvijati pri pouku matematike ter s tem povezovati igro, učenje in razvoj temeljnih kompetenc.
Abstract
From Play to Knowledge: Developing Computational Thinking Through LEGO Robotics in Third-Grade Math Class
This paper presents an example of good practice in integrating computational thinking into mathematics instruction in the third grade of primary school. The lesson was designed so that students could use LEGO Education bricks to solve addition and subtraction problems. This approach helped them develop skills in breaking down problems, creating sequences of steps (algorithms), verifying solutions, and explaining their reasoning. The LEGO bricks were used as a concrete representation of mathematical algorithms, which enhanced students‘ understanding of mathematical concepts and problems. This example demonstrates that computational thinking can be effectively developed in mathematics lessons, thus linking play, learning, and the development of key competencies.