scholarly journals The experiment in mathematical education: the escape room

2021 ◽  
Vol 62 ◽  
pp. 50-56
Author(s):  
Loreta Mačėnaitė
Keyword(s):  
Teaching Mathematics ◽  
Mathematical Education

In this article the use of the educational escape room in the process of teaching mathematics is presented.

scholarly journals Pedagogical conditions for implementing value and sense direction of training mathematics at higher school

2020 ◽  
pp. 80-92
Author(s):  
Larisa V. Zhuk
Keyword(s):  
Creative Thinking ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Search Activity ◽  
Mathematical Concepts ◽  
Teaching Aids ◽  
Semantic Orientation ◽  
Cognitive Information ◽  
The University

The article actualizes the issue of updating the content, methods and means of teaching mathematics at the university within the sociocultural paradigm. A significant contradiction characterizing the crisis situation in the field of higher mathematical education is the mismatch between the traditional organization of the educational process and the powerful developing potential of mathematical disciplines. Being overloaded with a lot of information, altogether with its insufficiently developed anthropological, cultural-like and communicative components, mathematical education hinders the mental development of the learner’s personality in relation to such important qualities as search activity, creativity, and creative thinking. The solution to this problem can be the transformation of the cognitive-information model of learning, the introduction of pedagogical technologies that actualize the sociocultural aspect of mathematical education. The aim of the study is to develop methodological foundations for the implementation of the value-semantic orientation of teaching mathematics at the university, expressed in providing a set of pedagogical conditions related to the selection of content, determination of teaching aids and methods, ways of organizing the interaction of students and a teacher, in which students intelligently master mathematical concepts, and freely operate with them. The didactic conditions for the implementation of the value-semantic orientation of teaching mathematics at the university are: the transformation of mathematical content, expressed in learning from sociocultural experience; the psychodidactic approach, focused on building the students’ self-motivation; the use of teaching methods that provide cognitive and emotional empathy (educational mathematical discourse), the activization of productive mental activity (technology of problematic dialogue); inclusion of non-standard, creative tasks, training cases. Providing these conditions will allow to realize the humanitarian potential of mathematics, to reveal the social, practical and personal significance of the subject matter.

Kazakh history and philosophy: ethnomathematical component of the content of education

2020 ◽  
Vol 42 (1) ◽  
pp. 213-224
Author(s):  
Murabak Ermaganbetov ◽  
◽  
Bakhytzhan Shingisbaev ◽  
Aliya Akramova ◽  
Tavarkul Baskimbaeva ◽  
...  
Keyword(s):  
Scientific Literature ◽  
Theory And Practice ◽  
Methodological Principle ◽  
Teaching Mathematics ◽  
Elementary Grades ◽  
Mathematical Education ◽  
Philosophical Foundations ◽  
Modern Education ◽  
The World ◽  
The Republic

This article discusses the problems of the culturological approach as a methodological principle of the theory and practice of modern education, historical and philosophical foundations of the formation and development of mathematical education in elementary grades. The authors of this article take part in the discussion around the problem of ethnomathematics, which will continue on the pages of the world scientific literature for several years. We would also like to express our opinion, our ideas on this issue and offer our opinion on the solution to this problem. We would like to acquaint the reader with the experience of including the ethnomathematical component in teaching mathematics in primary school in the Republic of Kazakhstan. The significance of our study is that in the lessons of mathematics the tasks of mastering the required level of mathematical education and sociocultural problems were solved.

scholarly journals Development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of pupils' educational results

2021 ◽  
Vol 53 (5) ◽  
pp. 306-322
Author(s):  
Mikhail I. Bocharov ◽  
◽  
Tatiana N. Mozharova ◽  
Elena V. Soboleva ◽  
Tatyana N. Suvorova ◽  
...  
Keyword(s):  
Short Story ◽  
Computer Games ◽  
Research Work ◽  
Digital Technologies ◽  
Personalized Learning ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Non Linear ◽  
Educational Path

The problem and the aim of the study. The implementation of educational programs in different subjects of modern school, including mathematics, is based on the principles of personalized learning, the active use of digital technologies and means of interactive interaction to ensure a high level of mathematical education. The purpose of the article is to investigate the features of the development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of educational results. Research methods. The theoretical analysis and generalization of scientific literature on the problems of improvement of the quality of mathematical education, of the personalization of education by digital technologies, of the didactic role of the visual interactive literature as a kind of computer games, are applied. The main methodological principle of the study is determined by the key condition of personalized learning. That is the freedom of students to choose their educational path. The empirical methods were used: observation, analysis of the results of work with AXMA Story Maker application (answer selection, number of attempts to find a solution and of publications read). The study involved 121 7th-grade pupils of school №11, Kirov. In the experiment, the Fisher criterion was used to process the results. Results. The members of the experimental group were involved in the study of mathematical theory, solving of the tasks according to their personalized educational path in the interactive AXMA Story Maker space. Personalization is supported by self-selection of the pupil's response in a non-linear visual novel environment. Statistically significant differences between the experimental and control groups in terms of the level of educational results were revealed (φcrit = 1.64 <φemp = 2.964). In conclusion, the features that should be considered when designing a personalized model of teaching mathematics by means of interactive novels are summarized: correlating the didactic goal and the result of educational research work in a non-linear environment, choosing a plot for a visual short story, considering the text component and the personalized trajectory of cognition etc.

scholarly journals SOME PROBLEMS OF QUALITY ASSURANCE OF MATHEMATICAL EDUCATION OF FUTURE PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 3 ◽  
pp. 164
Author(s):  
Olga Granichina ◽  
Olga Sheremetyeva
Keyword(s):  
Personal Experience ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Regulatory Requirements ◽  
School Teachers ◽  
Primary School Teachers ◽  
Russian Scientific ◽  
State Pedagogical ◽  
Education Of Students

The article discusses the most significant problems of ensuring the quality of mathematical education of students studying in the direction of Pedagogical Education, profile "Primary Education". The presented results were obtained as a result of the analysis of theoretical studies published in Russian scientific sources, and on the basis of a survey of mathematics teachers and methods of teaching mathematics working in leading pedagogical universities of Russia. As a result of processing the obtained data, the identified problems are ranked by degree of relevance. In the article, the authors proposed possible solutions to the identified problems within the existing regulatory requirements on the basis of their personal experience in teaching mathematical disciplines at a teacher training university, as well as possible risks that arise when they are implemented. The authors present individual examples of the implementation of these ideas in the practice of teaching students at the Herzen State Pedagogical University of Russia.

scholarly journals COMPUTER ANIMATION IN 7TH GRADE ALGEBRA LESSONS: RESULTS OF EXPERIMENTAL WORK

2021 ◽  
Vol 58 (4) ◽  
pp. 126-133
Author(s):  
S.V. Saryglar ◽  
Keyword(s):  
Experimental Work ◽  
Computer Animation ◽  
Work Experience ◽  
Mathematical Knowledge ◽  
Research Work ◽  
Educational Activity ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Mathematical Concepts ◽  
School Research

Statement of the problem. The article deals with the problem of visualization in teaching mathematics using animated drawings. The purpose of the article is to present the analysis of the experimental work on computer animation in the GeoGebra environment as a means of improving mathematical education at school. Research methodology. The methodological foundations of the research include activity-based, informational and visual approaches to teaching mathematics, a synthesis of the author’s work experience in testing computer animation at school. Research results. The results of the experimental work confirmed the expediency of using computer animation in the process of teaching algebra in the 7th grade (educational activity of students increased, as well as interest in research work and quality of mastering mathematical knowledge and skills). Conclusion. The use of computer animation in math lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clear illustrations of mathematical concepts and statements. The analysis of experimental work using the animation capabilities of computer environments shows an increase in the technological equipment of modern mathematics teachers, which help them achieve higher educational results.

scholarly journals Mathematical Education of a Modern Engineer: Problems of Integration

2019 ◽  
Vol 8 (9S3) ◽  
pp. 81-85
Keyword(s):  
Educational Process ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Technical University ◽  
The University ◽  
Engineering Training

The article discusses the methods of teaching mathematics at a technical University, focuses on the means of integration of mathematical and engineering training of students, provides recommendations for the preparation and use of educational and practical tasks that implement the goals of integration in the educational process of the University.

Teaching Mathematics With Technology: Using Calculators in Mathematics Changes Testing

1991 ◽  
Vol 38 (7) ◽  
pp. 52-54
Author(s):  
John G. Harvey
Keyword(s):  
Full Advantage ◽  
Advisory Committee ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
National Council ◽  
Grade Levels

No matter the level at which we teach mathematics, we are being asked to incorporate calculators into our instruction, to teach students both calculator facility and effective ways of using calculators, and to encourage and expect those students to use calculators appropriately. As early as 1975, just three years after the introduction of Texas Instruments's Data Math calculator, the National Advisory Committee on Mathematical Education (NACOME) urged that calculators be used in mathematics instruction (NACOME 1975, 40–43). Five years later the National Council of Teachers of Mathematics recommended that “mathematics programs [should] take full advantage of calculators … at all grade levels” (NCTM 1980, 1).

scholarly journals CONCEPTUAL GUIDELINES OF TEACHING MATHEMATICS IN THE 1ST GRADE OF A GENERAL EDUCATION SCHOOL

2021 ◽  
pp. 172-185
Author(s):  
Александр Александрович Никитин ◽  
Ольга Александровна Никитина
Keyword(s):  
General Education ◽  
Federal State ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Multivariate Tests ◽  
Global Trends ◽  
Educational Standard ◽  
Education School ◽  
Teaching Of Mathematics ◽  
State Educational

Преподавание математики, начиная с начальной школы, должно отражать общемировые тенденции развития математической и педагогической научной мысли и представлять собой проекцию математической науки на школьное обучение. Авторы разрабатывают направления обучения математике в 1-м классе на основании Федерального государственного образовательного стандарта с учетом разбиений на элементы знаний. На основании этого описывается структура и формирование содержания разрабатываемого учебника по главам. Теоретическая часть должна позволять учащимся получать ответы на контрольные вопросы, помогать решать одновариантные и многовариантные тесты, задачи и упражнения. Определяемые авторами концептуальные направления обучения математике в 1-м классе обеспечивают формирование фундамента вертикали математического образования в 11-х классах общеобразовательной школы. The teaching of mathematics should reflect the global trends in the development of mathematical and pedagogical scientific thoughts. The authors develop guidelines of studying mathematics in the 1st grade on the basis of the Federal State Educational Standard, taking into account the partitions into knowledge elements. Thus, the structure and the formation of the being developed textbook content by chapters are described. The theoretical part should allow to students to get answers to control questions, univariate and multivariate tests, problems and exercises. Each chapter of the being developed textbook is divided into paragraphs, each paragraph is divided into items. One item of theoretical material contains either one new idea to study, or a set of interrelated concepts that define one new idea to study. According to this it is possible to form the mathematical knowledge trajectories. So, there are broad opportunities to transform knowledge elements into multimedia forms, including presentations, videos, test modules and other newly emerging means of representation and visualization, using the achievements of artificial intelligence. There can be defined such main directions as natural numbers counting, acquaintance with geometric shapes, comparison of objects in the value and quantity, acquaintance with a squared paper and measurement standards, the study of objects position, the sets consideration, introduction to the algorithm concept. The conceptual directions of teaching mathematics in the 1st grade determined by the authors provide the foundation for the vertical of mathematical education in the 1–11th grades of general education schools.

scholarly journals ANOMALIES IN THE IMPLEMENTATION OF METHODS OF TEACHING MATHEMATICS AND THEIR CONSEQUENCES

2021 ◽  
pp. 8-12
Author(s):  
M. LUTFULLIN ◽  
V. LUTFULLIN ◽  
L. MATYASH
Keyword(s):  
High School ◽  
Educational Material ◽  
Inductive Method ◽  
Practical Implementation ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Mathematical Concepts ◽  
Deductive Method ◽  
Inductive Methods ◽  
Main Thing

The article deals with the negative trends in the development of school mathematics education in the context of the relationship of inductive and deductive methods of teaching educational material. It is stated that the dominance of deduction in teaching of mathematics in high school and its separation from inductive explanations to students of mathematical concepts, definitions, rules, formulas indicates a complete disregard for pedagogical experience and K.F. Lebedyntsev and D. Polya’s methodical research. The historical causes of excessive application of the deductive method of teaching mathematics are revealed: the centuriesold practice of imitating the method of “Beginnings” by Euclid; historically short (about four centuries) period of induction method formation in scientific research; even shorter period of pedagogical induction applications practice. In order to more fully revealing the pedagogical significance of inductive methods of teaching mathematics, a brief analysis of the methodical features of lectures course on algebra, developed and delivered by I. Newton to the students of Cambridge University, was carried out.It is found out that this course has a strong inductive orientation and revealed this genius English scientist’s conviction that teaching mathematics is an art in which solving examples and problems is more important and useful than rules. It is emphasized that this I. Newton’s conviction was significantly ahead of other Western European mathematicians. The purposefulness and persistence of national mathematicians-teachers M.G. Kurganov, F.I. Busse, P.S. Guriev, O.M. Strannolyubsky, S.I. Shohor-Trotsky, K.F. Lebedyntsev in substantiating the pedagogical significance of the inductive method of teaching mathematics and its practical implementation were noted. The important general didactic significance of F.I. Busse’s views on the implementation of learning consciousness principle has been revealed. Examples of M.M. Luzin’s high school education and modern practice of training mathematics teachers are given. They show that the lack of inductive explanations of the main thing in the content of the lesson turns deductive learning into formal-deductive, accompanied by the substitution of understanding by thoughtless mechanical memorization of educational material. The exceptional relevance of the practical implementation of the methodical heritage of K.F. Lebedyntsev and D. Polya’s in the context of solving the problem of improving the quality of school mathematical education is substantiated. The most important task of of the considered problem – determinating the practical ways of its decision – is formulated.

scholarly journals Word problems in the school mathematics course

2020 ◽  
Vol 9 ◽  
Author(s):  
Ainur Abdimubarakkyzy Kudaibergen
Keyword(s):  
Secondary School ◽  
Word Problem ◽  
Cognitive Abilities ◽  
Word Problems ◽  
Secondary School Students ◽  
Algebraic Method ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
School Students

Mathematical education is part of the system of continuing education and is of great importance in ensuring the development of human intellectual abilities in modern society. In the secondary education system, teaching mathematics takes a special place in the development of cognitive abilities and logical thinking of students.The main goal of our study is to develop methodological foundations for teaching word problems in the process of teaching mathematics in secondary school and to test its effectiveness experimentally. There are various methods for solving word problems: arithmetic method, algebraic method, geometric method, logical method, practical method, and tabular method. Different mathematical models are created based on each method. In the course of secondary school mathematics, two methods of solving word problems are considered: arithmetic and algebraic. The main purpose of the conducted pedagogical experiment was to test the effectiveness of the method that allows to increase the level of mathematical training of secondary school students, based on the use of the algebraic method in solving word problems of secondary school students. Prospects for research on the development of teaching methods for solving word problems are associated with a deep consideration of professional, creative and personal aspects of students.Keywords:  teaching to solve word problems, word problem, structure of word problem, algebraic method.

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