scholarly journals Inter-subject links within the content-methodical lines of Math school course

2019 ◽  
Vol 8 (3) ◽  
pp. 290-295
Author(s):  
Natalya Vasilievna Kononenko ◽  
Julia Sergeevna Tokareva ◽  
Pavel Aleksandrovich Chukhriy
Keyword(s):  
General Education ◽  
Linear Equations ◽  
Subject Area ◽  
Practical Significance ◽  
Federal State ◽  
Teaching Mathematics ◽  
Practical Application ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
State Educational

This paper considers some ways of inter-subject links realization within the content-methodical lines of Math school course. The course of Math at school is permeated with inter-subject links, which are the foundation of the subject and through which a succession is implemented in teaching of Mathematics. The implementation of inter-subject links in teaching Mathematics requires a special organization of educational material and the process of its study and, therefore, acts as a didactic principle. In this paper, inter-subject links are revealed at two levels: the level of content and the level of methods for solving problems. The inter-subject links at the substantial level are learning numerical sequences and linear equations and inequalities, while at the level of methods - examples of transcendental equations. The implementation of inter-subject links at the content level takes place in conjunction with their implementation at the level of methods and has a wide practical application at Mathematics lessons. The conducted researches have shown that inter-subject links naturally extend on the subject area Mathematics and Computer Science according to the Federal state educational standards of the basic and secondary general education. The practical significance of the study is that its results can be used for teaching Mathematics at school.

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.

Development of Natural Science Literacy in Basic School Algebra Lessons Using Interdisciplinary Connections

2021 ◽  
pp. 25-30
Author(s):  
O. Ignatova
Keyword(s):  
High School Students ◽  
General Education ◽  
Natural Science ◽  
Science Literacy ◽  
Practical Significance ◽  
Federal State ◽  
Teaching Mathematics ◽  
School Students ◽  
Educational Standard ◽  
State Educational

The article deals with the issue of natural science literacy formation in teaching mathematics in middle school with the use of intersubject connections. Research methodology and techniques. The research is based on systemic-structural and activity approaches. Results. First of all, attention is paid to the consideration of the very concept of natural science literacy; the issue of assessing the level of development of students’ natural science literacy and means of its diagnostics in process of teaching mathematics, for example, at algebra lessons, is considered. Examples of specific tasks of interdisciplinary nature are given, which are used to determine the level of results achievement as a requirement of the Federal State Educational Standard of Basic General Education. Conditions for conducting integrated classes and their application as a means of developing natural science literacy of high school students at algebra lessons are considered. Issues of educational material synchronization of subject areas are considered as a key condition for implementation of intersubject connections between mathematics and physics. Practical significance of the work. The directions of changes in approaches to the implementation of intersubject connections of mathematics with other areas of knowledge as a basis for achieving metasubject educational results as a requirement of the Federal State Standard of Basic General Education are identified. Metasubject assignments that contribute to the achievement of metasubject and subject educational results at algebra and physics lessons have been identified. Particular attention is paid to giving integrated classes as a condition for development of natural science literacy of students, as well as a means of assessing the level of natural science literacy formation. In this regard, examples of tasks in physics are considered that require the use of mathematical literacy, which directly affects the ability to analyze the situation and draw conclusions within the framework of the natural-scientific picture of the world. The main recommendations for the implementation of interdisciplinary relationships to achieve metasubject educational results are formulated.

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

2021 ◽  
pp. 88-100
Author(s):  
Aleksandr Aleksandrovich Nikitin ◽  
Olga Aleksandrovna Nikitina
Keyword(s):  
General Education ◽  
Federal State ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Multivariate Tests ◽  
Global Trends ◽  
Educational Standard ◽  
Screening Questions ◽  
Teaching Of Mathematics ◽  
State Educational

The teaching of mathematics should reflect the global trends in the development of mathematical and pedagogical scientific thought. The authors develop guidelines for studying mathematics in the 1st grade based on the Federal State Educational Standard. Thus, the structure and the form of the textbook content are described by chapter. The theoretical part should allow students to complete screening questions, univariate and multivariate tests, problems, and exercises. Each chapter of the developed textbook is divided into paragraphs, and each paragraph is divided into items. One item of theoretical material contains either a new idea to study or a set of interrelated concepts that define a new idea. According to this, it is possible to form 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. It is possible to define main themes such 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 can. The authors’ conceptual directions of teaching mathematics in the 1st grade provide the foundation for mathematical education in general education schools for all the years of study.

Inclusive education of children with disabilities psychological and pedagogical support of preschool children with visual impairments

2021 ◽  
Author(s):  
Lyubov' Plaksina ◽  
Liliya Druzhinina ◽  
Larisa Osipova
Keyword(s):  
Preschool Children ◽  
General Education ◽  
Inclusive Education ◽  
Visual Impairments ◽  
Educational Institutions ◽  
Federal State ◽  
Spatial Environment ◽  
The Subject ◽  
State Educational ◽  
Children With Visual Impairments

The textbook deals with theoretical and methodological issues of inclusive education of children with visual impairments. Clinical, psychological and pedagogical characteristics of preschool children with visual impairments are given. The features of the organization of the subject-spatial environment, the correctional orientation of general education classes are shown. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" , for students of advanced training and retraining courses in the field of special and inclusive education.

scholarly journals Control of students' autonomous learning in competency-based teaching of mathematics

2019 ◽  
pp. 24-31
Author(s):  
S. N. Gorlova ◽  
E. A. Makarova
Keyword(s):  
Training System ◽  
Autonomous Learning ◽  
Federal State ◽  
Subject Knowledge ◽  
Competency Based ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Teaching Function ◽  
State Educational ◽  
Teaching Learning

Federal State Educational Standards of Higher Education have designated a reorientation from the subject-knowledge education model to the competency-based one, when the goal is to develop students' personal and professional features with an emphasis on their autonomous learning. Universality and generality of requirements for the results of studying the bachelor’s programme in Pedagogical Education does not exclude, but assumes the subject’s orientation of the competencies formulated when implementing specific areas of training. This requires rethinking the functionality of all components of the training system, including the contents. It is the very aspect that remains insufficiently revealed for competency-based teaching of mathematics. The vector of a significant part of studies is directed towards the search for effective educational technologies. Meanwhile, continuity in nurturing competencies requires considering professional orientation on teaching-learning the subject. Reviewing mathematical contents is also vital as the proportion of students’ autonomous learning is getting increased. The article substantiates the role and significance of mathematical contents in arranging control of students' autonomous learning. Keeping in mind the priority of control’s teaching function, it is proposed to make up tasks that contribute to assessing not only knowledge, but also experiential and motivational components of competences.

Federal state educational standard of General education: problems and their solution

10.12737/4341 ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 0-0
Author(s):  
������� ◽  
Ekaterina Evplova
Keyword(s):  
General Education ◽  
Professional Associations ◽  
Educational Institutions ◽  
Federal State ◽  
Teaching Staff ◽  
Educational Standard ◽  
The Subject ◽  
State Educational ◽  
New Generation ◽  
The City

In the article the urgency of introduction of the Federal state educational standard (GEF) basic General education, are the main characteristics of this new generation standard: the emphasis in education; inter-personal, meta (cognitive, communicative, regulatory universal learning activities) and substantive results. An attempt is made to analyze the shortcomings of the old format of education and the benefits of the standard of the second generation, and also lists the problems of implementation of this standard in basic school and possible ways of their solution. Problems and ways of their solution identified by the method Edward de Bono´s "Six thinking hats. Information for this article are collected in the process of cooperation with educational institutions of the city, other educational and research institutions, conferences on the subject, at courses of improvement of qualification and professional retraining of teaching staff and heads of educational institutions, during the meetings urban professional associations of teachers and specialists, and other

scholarly journals THE DEVELOPMENT OF FUNCTIONAL LITERACY WHEN STUDYING A SCHOOL COURSE IN MATHEMATICS USING INTERSUBJECT COMMUNICATIONS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
O.G IGNATOVA ◽  
Keyword(s):  
High School Students ◽  
General Education ◽  
Practical Significance ◽  
Federal State ◽  
Mathematical Literacy ◽  
School Students ◽  
Functional Literacy ◽  
Educational Standard ◽  
Subject Areas ◽  
State Educational

The article considers the issue of the formation of functional literacy when conducting mathematics lessons in a secondary school, taking into account the use of intrasubject communications. Methodology and research methods. Research is based on a system-structural and activity-based approach. Results. First of all, attention is paid to the consideration of the concept of functional literacy, the question of assessing the level of development of functional literacy and the means to assess this level of development is considered. Examples of specific tasks of an interdisciplinary nature that are used to determine the level of development of the Federal State Educational Standard of Basic General Education are given. Formal and substantive approaches in mathematics, the possibilities of their application in the framework of intrasubject communications as a means of developing functional literacy of high school students are considered. The issues of synchronization of educational material as a key element in the implementation of intrasubject communications are considered. The practical significance of the work. The directions of changing approaches to the implementation of intrasubject relations of mathematics with other areas of knowledge as the basis for achieving meta-subject educational results of the Federal State Standard of Basic General Education are revealed. The question of the connection of meta-subject educational results as the requirements of the Federal State Educational Standard of LLC and the functional literacy of students, as well as means of assessing the level of formation of functional literacy, is considered. Particular attention is paid to mathematical literacy as one of the key components of functional literacy. In this regard, examples of tasks from other subject areas are considered that require the use of mathematical literacy as a component of functional literacy as part of the assessment of subject achievements of students. The main recommendations on the implementation of intrasubject communications to achieve meta-subject educational results are formulated.

scholarly journals ASSESSMENT OF THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE COMPETENCE APPROACH IN TEACHING MATHEMATICS IN PRIMARY SCHOOL

2018 ◽  
Vol 6 (3) ◽  
pp. 7
Author(s):  
N. N. Demeneva ◽  
O. V. Kolesova
Keyword(s):  
General Education ◽  
Primary School ◽  
Diagnostic Technique ◽  
Mathematical Tasks ◽  
Federal State ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Educational Standard ◽  
State Educational ◽  
Conceptual Foundations

Introduction:the article deals with the problem of implementation of the competence approach in teaching mathematics in primary school. This approach is one of the conceptual foundations of the Federal state educational standard of primary General education. Competency-oriented tasks are included in the final work for the fourth grade to assess the achievement of the planned results, including the all-Russian verification work in mathematics. The aim of the study was to identify the effectiveness of the implementation of the competence approach in teaching mathematics in primary school based on the diagnosis of the level of formation of primary school graduates (pupils of 5 classes) the ability to solve competency-oriented mathematical tasks.Materials and methods: the diagnostic technique was used, including mathematical tasks that require the use of knowledge in life situations, the presence of real ideas about the values and geometric shapes, the ability to navigate in practical situations. The texts of competency-oriented tasks are given.Results:the data on the results of all groups of tasks and the level of formation of primary school graduates ability to solve competency-oriented mathematical tasks Revealed that the greatest difficulty is caused by tasks that require self-selection of mathematical concepts and actions for the analysis of the real situation, and tasks involving the ability to do the estimate of the result.Discussion and Conclusions:the study showed that there are problems in the implementation of the competence approach in teaching mathematics in primary. Students have significant difficulties in solving competency-oriented tasks. The analysis of typical errors in the performance of such mathematical tasks is performed. The recommendations for primary school teachers to strengthen the practical orientation of teaching mathematics to junior schoolchildren.

Ways of Overcoming Difficulties in the Formation of Metasubject Achievements of Primary Schoolchildren on the Basis of the Study of Historical Material

2021 ◽  
pp. 9-13
Author(s):  
N. Vorozheykina
Keyword(s):  
General Education ◽  
Visual Information ◽  
Cognitive Activity ◽  
Federal State ◽  
Historical Material ◽  
Educational Standard ◽  
Primary Schoolchildren ◽  
The World ◽  
The Subject ◽  
State Educational

The article describes the difficulties in the formation of a number of universal educational actions in younger schoolchildren, such as semantic reading, analysis of visual (pictorial) information when mastering the historical material of the course "The World Around". The informational function of a textbook on the subject "The World Around" is considered as the main means of teaching, contributing to the formation of systematized historical ideas among junior schoolchildren. The possibilities of improving the cognitive activity of students in the process of working with textual and visual information of historical content presented in the textbook are revealed, which has a direct impact on the successful acquisition of metasubject skills by primary schoolchildren, stated in the requirements of the Federal State Educational Standard of Primary General Education for learning outcomes.

scholarly journals PROFESSIONAL DEFICIENCIES IN MATHEMATICS TEACHERS: AN ANALYSIS OF REGIONAL RESEARCH RESULTS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
O.V TUMASHEVA ◽  
◽  
M.B SHASHKINA ◽  
E.A AESHINA ◽  
◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Scientific Literature ◽  
Subject Area ◽  
Practical Significance ◽  
Professional Activity ◽  
Teaching Mathematics ◽  
Regional Study ◽  
Research Results ◽  
Regional System ◽  
The Subject

Purpose: to describe the results of a regional study of subject and methodological skills of teachers of mathematics in the Krasnoyarsk Territory; highlight the professional difficulties of teachers in the subject area "Mathematics"; determine a list of corrective measures to eliminate the identified problems. Methods: theoretical (analysis of scientific literature on the problem of research, systematization and generalization of the results of scientific research) and empirical (ascertaining pedagogical experiment, analysis and interpretation of the results). Results: a program for diagnosing the subject and methodological skills of the professional activity of a mathematics teacher was developed. A diagnostic toolkit has been developed, which is based on the following principles: orientation to current educational results and modern requirements for the labor actions of a teacher, a system-activity approach for determining deficiencies in the field of methods of teaching mathematics, the possibility of designing an individual trajectory of a teacher's professional development based on the results of diagnostics. The analysis of the research results and recommendations for eliminating the identified professional deficiencies are presented. Scientific novelty: developed and substantiated an approach to the formation of control and measuring materials for the diagnosis of professional deficiencies in mathematics teachers. Practical significance: the main results and conclusions of the article can be used to create a regional system for monitoring professional deficits of mathematics teachers, as well as to develop modular training programs for teachers that provide personalized assistance to teachers in eliminating professional difficulties.

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