Role of social environment factors in the teaching of mathematics in the process of psycho-pedagogical support

2016 ◽  
Vol 10 (2) ◽  
pp. 68-76
Author(s):  
Марфа Аниськина ◽  
Marfa Aniskina
Keyword(s):  
General Education ◽  
Social Environment ◽  
Academic Discipline ◽  
Human Interaction ◽  
University Education ◽  
Teaching Mathematics ◽  
The Social ◽  
Teaching Of Mathematics ◽  
The University

The article is devoted to theoretical and practical issues of teaching mathematics in high school. The article analyzes the influence of factors of the social environment on higher education, including the teaching of mathematics. Among all studied subjects higher mathematics is a particular educational discipline, knowledge of mathematics is the basis for the study of many applied sciences. The subject of mathematics as an academic discipline in the University is one of the fundamental subjects of general education. The author examines the necessity of psychological and pedagogical support of the process of adaptation to University and support. The article describes the essence of psychological and pedagogical support of University education. Studying the social environment, the author takes into account the factors which are the result of human interaction and which influence at the same time on the behavior and emotional state of people. The article examines the role of environment, including social environment, and the role of the learning process. The author analyzes some factors of the social environment and describes the specifics of teaching mathematics and the specifics of training for various forms of education: fulltime education and correspondence courses. The article examines acmeological approach to teaching. The article notes that in acmeological understanding the main direction of development is the movement of a person to selfactualization, the fulfillment of inner potential, achievement of new heights, including internal ones. The article reveals the need for ownership of acmeological technologies for teachers engaged in psycho-pedagogical support of learning. The author identifies complex issues that impede learning and the work of the teacher: the low level of initial knowledge of students, insufficient development of students ‘ interest in education, attitudes to education not as to a painstaking, systematic, domestic work, but as to the formal execution of a set of some external, unrelated to the student tasks.

scholarly journals SUSTENTACIÓN DE UN OBSERVATORIO ARQUITECTÓNICO EN LA UNIVERSIDAD ANTONIO NARIÑO, SEDE VILLAVICENCIO (META)

2018 ◽  
Vol 9 ◽  
pp. 137-156
Author(s):  
SANDRA NARANJO ◽  
◽  
JUAN GONZALEZ
Keyword(s):  
Interdisciplinary Collaboration ◽  
University Education ◽  
Social Projection ◽  
The Social ◽  
Training Research ◽  
The University ◽  
University Training

This article presents the results of the interdisciplinary collaboration of the authors, from their fields of research, to reflect on the guidelines of the three substantive functions of the university: training, research and extension, linked these last two with the social projection, to support the design of an architectural observatory at the Antonio Nari- ño University, Villavicencio headquarters, under the premise that a research scenario of this type, in addition to linking these functions offers a series of conditions and benefits in terms of the demands of university education and the role of the university in society.

scholarly journals Classical University Education in Volgograd Region: Origin and Development

2020 ◽  
pp. 147-155
Author(s):  
Taisiya Yudina
Keyword(s):  
Corporate Culture ◽  
Modern Society ◽  
Community Analysis ◽  
University Education ◽  
State University ◽  
Culture Methods ◽  
The Social ◽  
Regional Community ◽  
The University

Introduction. The article covers history waypoints of the corporate culture, tradition, emblems of Volgograd State University, its corporate ideology and the role of the University in the regional community. The author enlightens the activity and responsibility of the rector department and faculties in terms of the development of the University as region’s leader of science, education and culture. Methods and materials. The principles of historicism and objectivity were used as a methodological base of the research. The study is based on scientific papers on the role of university education in modern society and corporate cultural space in the university community. Analysis. The core activity and focused informational work of the University has allowed to form its positive image. Special attention is paid to the appearance of higher education institutions in the region and the establishment of Volgograd State University. The author studies the contribution of the University to the social-economic, public and cultural sphere of region’s life. Results. The main conclusion of the article is that nowadays classic university education leads to forming the social elite, increases the level of education and culture in the regional community. The program of transforming Volgograd State University into the University Centre of innovative, technological and social development of the region allows to reach success for not only the University, but for the whole region.

scholarly journals Designing the educational space of the university

2020 ◽  
Vol 26 (4) ◽  
pp. 44-48
Author(s):  
N. P. Ustinova
Keyword(s):  
Social Environment ◽  
Personal Development ◽  
Educational Process ◽  
Traditional System ◽  
Youth Education ◽  
The Social ◽  
Dominant Feature ◽  
The University ◽  
Personal Success

The relevance of the problem of youth education in modern conditions is due to changes in the social environment. The educational process at the university is currently focused on personal development, which implies an individual approach to each student, taking into account their needs, aspirations, desires, and abilities. The article describes the main parameters of the traditional system of education, which in the current conditions of modernization of education requires changes. Modernization of the education system leads to changes in the educational activities of teachers. The dominant feature of upbringing, which allows students to realize themselves at all stages of their personal development, is the formation of the personal success of pupils in society. The role of the teacher who carries out the educational process is changing: stimulating independence and creativity, focusing on initiative and responsibility. The application of modern pedagogical technologies in the design of the educational space of the university is relevant

The role of physics in the teaching of mathematics

1963 ◽  
Vol 56 (6) ◽  
pp. 394-399
Author(s):  
Howard Fehr
Keyword(s):  
General Education ◽  
Mathematics Teachers ◽  
Teaching Mathematics ◽  
Teaching Of Mathematics

Teachers of mathematics are by definition responsible for teaching mathematics. Good mathematics teachers are also interested in the general education of their students.

scholarly journals Dari IAIN ke UIN Pangeran Antasari: Tantangan dan Peluang di Tengah Arus Perubahan Sosial dan Budaya

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
General Education ◽  
Tertiary Education ◽  
Lower Class ◽  
University Education ◽  
Spiritual Guidance ◽  
Social Changes ◽  
The Social ◽  
History Of ◽  
System 2 ◽  
The University

Abstract This paper discusses the reasons behind the need for the transformation of the Institute for Islamic Studies (IAIN) Antasari into a State Islamic University (UIN). By analyzing the history of education in Indonesia in terms of tensions between Western (general) education and Islamic education, the paper argues that the transformation is a historical necessity. The transformation should be directed (1) to integrate general knowledge and Islamic knowledge in the university education system; (2) to respond to the social changes in contemporary society, especially the high variety of job markets, which demand professionalism; (3) to be the source of moral and spiritual guidance for society, and (4) to open much more opportunity for people, especially those of the lower class, to have a tertiary education. Abstak  Makalah ini mendiskusikan alasan-alasan di balik kebutuhan tranformasi IAIN Antasari menjadi UIN. Dengan melakukan analisis sejarah tentang ketegangan antara sistem pendidikan Barat (umum) dan pendidikan Islam, makalah ini menunjukkan bahwa transformasi tersebut adalah suatu keharusan sejarah. Transformasi itu harus diarahkan untuk (1) mengintegrasikan pengetahuan umum dengan pengetahuan Islam dalam sistem pendidikan di universitas; (2) menanggapi perubahan-perubahan sosial dalam masyarakat kekinian, khususnya tingginya keragaman lapangan kerja, yang menuntut profesionalisme; (3) menjadi sumber bimbingan moral dan spiritual masyarakat; dan (4) membuka kesempatan yang lebih luas bagi masyarakat, khususnya mereka yang dari kelas bawah, untuk mendapatkan pendidikan di perguruan tinggi.

Building on the Backs: Basil Spence, Queens’ College Cambridge and University Architecture at Mid-Century

2011 ◽  
Vol 54 ◽  
pp. 383-405 ◽  
Author(s):  
Louise Campbell
Keyword(s):  
Higher Education ◽  
Second World War ◽  
University Education ◽  
The Social ◽  
History Of ◽  
Robbins Report ◽  
Queens College ◽  
The University ◽  
Second World

Higher Education in Britain expanded dramatically during the 1950s and 1960s. The trigger for growth was the Barlow Report of 1946, which recommended an immediate doubling of the number of science students and an increase in the total number of student places, of which there had been c. 50,000 in 1939, to 70,000 by 1950 and 90,000 by 1955. The 1963 Robbins Report continued and accelerated this expansionist policy, proposing that half a million student places be created by 1980. In the event, although funding was less generous than Barlow had recommended, the numbers achieved were far greater, and 85,000 students were in Higher Education by 1950. The impetus for this growth, which included the foundation of seven new universities (the so-called ‘Shakespearean Seven’) and the enlargement of existing institutions, stemmed from an ambitious vision of the role of universities after the Second World War. Higher Education, and particularly scientific training, was seen as one way to maintain Britain’s position on the world stage. Equally important was the principle of widening access, and a concern to broaden the social base of university education found expression in a range of new approaches to design. Within this context, the universities of Oxford and Cambridge also witnessed significant expansion, but in a very particular way and with distinctive results on account of these universities’ collegiate structure. As elsewhere, buildings at Oxbridge for teaching and research were dependent on finance from the University Grants Committee, but the semi-autonomous colleges could draw on their own (sometimes considerable) resources when it came to building. Furthermore, college dons could exercise significantly more influence over the choice of architect than was possible elsewhere. The colleges of Oxford and Cambridge therefore provided an important environment in which new architectural ideas could be explored. An early contribution to the debate was made by the Erasmus Building, a residential block at Queens’ College, Cambridge, designed by Basil Spence in 1958 (Fig. 1). Although the history of Spence’s design is inextricably bound up with its Cambridge context, as an attempt to reformulate the collegiate ideal it also offers a foretaste of the debates that shaped the new universities in the decade that followed.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

scholarly journals Curriculum design in theology and development: Human agency and the prophetic role of the church

2016 ◽  
Vol 72 (4) ◽  
Author(s):  
Beverley Haddad
Keyword(s):  
Social Sciences ◽  
Curriculum Design ◽  
Social Issues ◽  
Development Programme ◽  
Theological Reflection ◽  
The Social ◽  
Kwazulu Natal ◽  
The University ◽  
The Church

The field of theology and development is a relatively new sub-discipline within theological studies in Africa. The first formal post-graduate programme was introduced at the University of KwaZulu-Natal, Pietermaritzburg, South Africa during the mid-1990s. In the early years it was known as the Leadership and Development programme and since 2000, as the Theology and Development programme. Over the past twenty years, this programme has graduated over 160 BTh Honours, 100 MTh, and 15 PhD students. This article outlines the history of the programme, addresses its ideological orientation, its pedagogical commitments and preferences in curriculum design. It further argues that theological reflection on “development” must seek to understand the prophetic role of the church in responding to the complexities of the social issues facing the African continent.  Key to this discussion is the contested nature of “development” and the need for theological perspectives to engage this contestation through a social analysis of the global structures of injustice. This requires an engagement with the social sciences. It is this engagement of the social sciences with theological reflection, the essay argues, that has enabled the students who have graduated from the Theology and Development Programme at the University of KwaZulu-Natal to assist the church and faith-based organisations to become effective agents of social transformation.

scholarly journals University Students’ Learning Disruption and Affordance in a Contested Learning Environment

2021 ◽  
Vol 6 (3) ◽  
pp. 25-44
Author(s):  
Siti Nur'Aini
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Social Environment ◽  
Online Survey ◽  
Case Study Approach ◽  
First Semester ◽  
Study Approach ◽  
The Social

This study investigates how university students engage with their learning affordances in a contested environment due to the Coronavirus pandemic. This qualitative research employed a case study approach involving 136 participants. Data analysis was conducted using qualitative analysis as a circular process to describe, classify, and perceive the phenomenon and how the learning, affordances, and society were interconnected. The main framework of the research was the theory of affordance and how it was available for university students in their learning environment that changed due to the COVID-19 pandemic. Data were collected in the first semester of 2020 through an online survey on Google form. The findings indicate the importance of the social environment to provide affordance for the students to adjust with them. Four kinds of affordances emerged from the study; internet affordance, assignment affordance, domestic affordance, and distance learning affordance. The role of the social environment is definitive in changing how students manage their affordances.

Sign in / Sign up

Export Citation Format

Share Document