scholarly journals FORMATION OF BILINGUAL MATHEMATICAL COMPETENCE IN PRIMARY SCHOOL PUPILS IN THE CONDITIONS OF NATIONAL RUSSIAN BILINGUALISM

2020 ◽  
pp. 27-38
Author(s):  
Наталья Ивановна Спиридонова
Keyword(s):  
Primary School ◽  
Bilingual Education ◽  
Language Proficiency ◽  
Mathematical Tasks ◽  
Mathematical Activity ◽  
Mathematical Competence ◽  
The Subject ◽  
High Level ◽  
Primary School Pupils ◽  
Special Language

Введение. В процессе билингвального обучения школьники должны не только качественно усвоить содержание учебного предмета, но также преодолеть языковые затруднения. Учитывая взаимосвязь между речевой и математической деятельностью, раскрываются сущность и структура билингвальной математической компетенции, сформированность которой позволяет обучающимся-билингвам успешно усваивать программу основной школы в условиях национально-русского двуязычия. Также предложены некоторые пути формирования билингвальной математической компетенции, сосредоточенные на развитии культуры математической речи, а также обучении школьников применению поликультурных знаний. Цель – описать методику формирования билингвальной математической компетенции у обучающихся основной школы в условиях национально-русского двуязычия. Материал и методы. Были использованы теоретические методы сравнительного анализа, синтеза и обобщения содержания отечественной и зарубежной научно-методической литературы по теме исследования. Результаты и обсуждение. В ходе работы проанализированы исследования, которые указывают на тесную взаимосвязь между языком обучения и предметным математическим содержанием. Было установлено, что в условиях билингвального образования необходимо учитывать родной язык обучающихся. Кроме того, выявлено, что уровень владения родным и русским языками влияет на математические достижения обучающихся-билингвов. Данный анализ показал, что результатом билингвального обучения должен стать синтез определенных компетенций, обеспечивающий высокий уровень владения языком и глубокое освоение предметного содержания. Заключение. В ходе исследования уточнено понятие «билингвальная математическая компетенция», синтезирующее в себе предметный, специальные языковые (на родном и русском языках) и межкультурный компоненты. Была представлена система математических задач, которая направлена на развитие математической речи обучающихся, что обеспечивает формирование предметного и специальных языковых компонентов, а также уточнены понятия, которые должны быть заключены в сюжете текстовых математических задач для формирования межкультурного компонента билингвальной математической компетенции. Результаты данного исследования в дальнейшем послужат основой для проведения экспериментального исследования по проверке эффективности предложенных средств обучения, которые разработаны для формирования билингвальной математической компетенции. Introduction. In the process of bilingual education, pupils must not only master the content of the subject, but also overcome language difficulties. Taking into account the relationship between speech and mathematical activity, this article reveals the essence and structure of bilingual mathematical competence, the formation of which allows bilingual pupils to successfully learn the program of main school in the conditions of national Russian bilingualism. Some ways of forming bilingual mathematical competence focused on the development of the culture of mathematical speech, as well as teaching students to apply multicultural knowledge are also proposed. The aim of the article is to describe the methodology for the formation of bilingual mathematical competence in primary school pupils in the conditions of national Russian bilingualism. Material and methods. In this study, we used theoretical methods of comparative analysis, synthesis and generalization of the content of domestic and foreign scientific, pedagogical and methodological literature on the problem of research. Results and discussion. In the course of the work, we analyzed the research that indicates a close relationship between the language of instruction and the subject mathematical content. It was found that in the conditions of bilingual education, it is necessary to take into account students’ native language. In addition, it was found that the level of native and the Russian languages proficiency affects the mathematical achievements of bilingual pupils. This analysis led to the conclusion that the result of bilingual education should be a synthesis of certain competencies that provide a high level of language proficiency and deep development of the subject content. Conclusion. As a result of the research, the concept of bilingual mathematical competence is clarified, which synthesizes the subject, special language (in native and the Russian languages) and intercultural components. The system of mathematical tasks was presented, which is aimed at the development of mathematical speech of pupils, which ensures the formation of subject and special language components, and also clarified the concepts that should be included in the plot of text-based mathematical tasks for the formation of an intercultural component of bilingual mathematical competence. The results of this research will later serve as the basis for conducting an experimental study to test the effectiveness of the proposed training tools, which are designed to form a bilingual mathematical competence.

scholarly journals PEDAGOGICAL CONDITIONS FOR FORMING BILINGUAL MATHEMATICAL COMPETENCE IN BASIC SCHOOL STUDENTS

2021 ◽  
pp. 75-86
Author(s):  
N.I. Spiridonova
Keyword(s):  
Bilingual Education ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Russian Language ◽  
Specific Information ◽  
Bilingual Students ◽  
School Students ◽  
Mathematical Competence ◽  
The Subject ◽  
Basic School

Introduction. In the process of bilingual education, schoolchildren must not only qualitatively master the content of the subject but also overcome language difficulties. There is a connection between speech and mathematical activities. The essence and structure of bilingual mathematical competence are based on this relationship, allowing bilingual students to effectively acquire knowledge in the conditions of national-Russian bilingualism. We have also proposed ways of forming bilingual mathematical competence focused on developing mathematical speech culture and teaching schoolchildren to use multicultural knowledge. Aim. The article aims to characterize the pedagogical conditions directed at the emergence of bilingual mathematical competence among basic school students (grades 5 to 9) within national-Russian bilingualism. Material and methods. The study relies on theoretical methods of comparative analysis, synthesis, and generalization provided by the scientific and methodological literature on the researched topic. Results and discussion. Works indicating a clear relationship between the language of instruction and the subject of Mathematics were analyzed. The need to take into account the mother tongue of schoolchildren in bilingual education was established. In addition, it was found that the degree of native and Russian language proficiency affects the mathematics achievement of bilingual students. According to the analysis, bilingual education should lead to the emergence of competencies distinguished by a high level of language proficiency and high-quality mastering of the subject. Conclusion. The concept of “bilingual mathematical competence” got a detailed description in the course of the research. This concept combines components of a school subject, languages ( native and Russian), and a component of intercultural communication. The following pedagogical components were described: 1) tasks aimed at mastering terminology, symbols, and graphic images; verbal and logical constructions of the mathematical language; written educational texts; 2) illustrated Yakut-Russian, Russian-Yakut terminological dictionary in mathematics for the 5th and 6th grades, which includes 349 terms and set phrases; 3) bilingual strategies aimed at reducing the linguistic complexity of mathematical problems (by replacing unfamiliar or rare words; changing the passive voice to active verb forms; reducing long names and indications; highlighting individual conditional sentences, or changing the order of the conditional and main sentences; replacing complex questions to simple ones; clarification of abstractions using more specific information); 4) methods and techniques of bilingual teaching of mathematics (consecutive translation, visual aids, immersion teaching, semantization); 5) tasks that contain historical, ethnocultural, and local history materials.

scholarly journals IMPROVING MATHEMATICAL COMPETENCE IN PRIMARY SCHOOL TO ENABLE SKILL TRANSFERS IN NEW SITUATIONS

2017 ◽  
Vol 2 ◽  
pp. 208
Author(s):  
Anita Sondore ◽  
Elfrīda Krastiņa ◽  
Elga Drelinga ◽  
Pēteris Daugulis
Keyword(s):  
Primary School ◽  
Creative Thinking ◽  
Positive Emotions ◽  
Skill Transfer ◽  
International Studies ◽  
Mathematical Competence ◽  
Study Process ◽  
High Level ◽  
Primary School Pupils ◽  
Nonstandard Problems

Mathematical competence is one of the basic competences defined in the EU. Results of international studies in recent years show that the percentage of pupils in Latvia with high level (5.,6.) of mathematical competence has decreased from 8% (PISA, 2012) to 5,2% (PISA, 2015). Observations of mathematical lessons show that individualization of studies is not a popular everyday feature, nonstandard problems are rarely used in the work with primary school pupils. Sustainable education can not be envisioned without creative thinking necessary for solving various nonstandard problems. Mathematical competitions also require creative applications of knowledge. The goal of this study was to analyze problems of Latvian mathematical contests for grades 4-6 of the last 3 years according to categories of mathematical content. The most important cognitive and metacognitive strategies necessary for their solution are shown. It is important to turn attention of teachers to much wider inclusion of contest problems into study process of primary school. It will enable to individualize studies and stimulate skill transfer to new situations for gifted pupils. The authors encourage teachers to use nonstandard (contest) problems as an indivisualization tool which will give opportunity for pupils to master knowledge and skill transfer. It will provide regular training of mind and positive emotions for pupils who are bored with solving standard problems.

scholarly journals Linkage between interests and verbal fluency of primary school pupils

Psihologija ◽  
2008 ◽  
Vol 41 (3) ◽  
pp. 311-325 ◽  
Author(s):  
Slavica Maksic ◽  
Lazar Tenjovic
Keyword(s):  
Primary School ◽  
Verbal Fluency ◽  
Creative Thinking ◽  
Basic Characteristic ◽  
School Achievement ◽  
Scientific Interest ◽  
Theoretical Assumptions ◽  
The Subject ◽  
Primary School Pupils

The incentive for studying the linkage between interests and creativity is based on the results of biographical studies that indicate that highly creative individuals had wider and more intensive interests than their peers already in the period of childhood. In the process of defining interests, the child tests his/her capacities and discovers the domain in which he/she will later provide creative contributions. The subject of this paper is the linkage between interests of primary school pupils and their verbal fluency, as basic characteristic of creative thinking. It was determined that the wideness of the span of interests is positively correlated with verbal fluency, whereby the correlation between interests and verbal fluency is somewhat higher for boys (r= 0.33, p = .007) than for girls (r = 0.24, p = .030). Also, the intensity of scientific interest of boys and girls is significantly correlated with their verbal fluency (for boys: = 0.39; for girls: r=0.35). But, when school achievement is statistically controlled, the correlation between the intensity of scientific interests and verbal fluency remains significant for boys, while it disappears for girls. It was concluded that the results confirmed the theoretical assumptions about the importance of interest in creativity and pointed out to the need for paying attention to the effect of gender. Besides the span and intensity of interests, the domain in which interests are manifested and creativity is measured is also important for the linkage with creativity.

Entertaining mathematics presented by steam educational approach in teaching preschool and primary school age children

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Vanya Ivanova ◽  
◽  
◽  
Keyword(s):  
Primary School ◽  
Educational Technologies ◽  
School Age Children ◽  
Mathematical Activity ◽  
School Age ◽  
Motivation To Learn ◽  
Educational Approach ◽  
The Subject ◽  
Primary School Age ◽  
Interest And Motivation

The subject of this article is to clarify the connection between entertainment in Math lessons and educational STEAM technologies, which have the potential to motivate and stimulate the interest of preschool and primary school age in Math and their cognitive logical - mathematical activity. The article discusses the STEAM approach in its essence and teaching Maths using this method. The article also presents some educational technologies in fun Math, which allow children to discover for themselves through the methods of experimentation, exploration and experience, and this acquired independence leads children to an increased interest and motivation to learn.

A teaching approach of geometric shapes’ properties with the use of online educational tools in Greek primary school

2018 ◽  
Vol 4 (9) ◽  
pp. 101-109
Author(s):  
Emmanouil Skordialos ◽  
Georgios Baralis
Keyword(s):  
Primary School ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Geometric Thinking ◽  
Online Tools ◽  
Geometrical Shapes ◽  
Information And Communication ◽  
The Subject ◽  
Pass Through ◽  
Primary School Pupils

A number of researchers have shown concern at the difficulties that primary school pupils cope with in learning geometry, and have tried to explain why this happens and what can be done to make the subject more understandable to young learners. Van Hiele’s theoretical model postulates five levels of geometric thinking as visualisation, analysis, abstraction, formal deduction and rigour. Each level uses its own language and symbols. Pupils pass through the levels ‘step by step’. This hierarchical order helps them to achieve better understanding and results. In this research the teacher taught geometry in the 2nd class in a primary Greek school with the use of information and communication technologies. The aim is to find out the level of geometrical thought of the pupils and how geometrical activities – based on online tools – concerning the geometrical shapes and their properties, help students improve their mathematical knowledge in the class. Keywords: Geometric thinking, online tools, shapes, geometrical activities

Instructional Materials for the Teacher to Hold Talks with Primary School Pupils on the Topic “Plants and Our Clothes”

10.12737/1746 ◽  
2013 ◽  
Vol 1 (6) ◽  
pp. 40-46
Author(s):  
Переверзева ◽  
E. Pereverzeva
Keyword(s):  
Primary School ◽  
Textile Industry ◽  
New World ◽  
Instructional Materials ◽  
After School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Local Soil ◽  
The Subject ◽  
Primary School Pupils

Didactic materials are presented helpful for primary-school teachers to hold after-school extra-curricular talks with pupils in order to enrich knowledge, received at the lessons on the subject “The World Around US”. Special attention is given to cultivated textile plants native of the Old World and of the New World and introduced to the local soil. Such information will give pupils general ideas about how technical plants have been cultivated and currently used to produce fabrics, which form the basis for the modern textile industry.

scholarly journals Children's Tourism as a Means of Improving the Motor Activity of Primary School Pupils in Rural Schools

2017 ◽  
pp. 72-76 ◽  
Author(s):  
Vladyslav Ruban
Keyword(s):  
Motor Activity ◽  
Primary School ◽  
Rural Schools ◽  
Physical Culture ◽  
Functional Reserves ◽  
High Level ◽  
Primary School Pupils ◽  
Primary School Age ◽  
Negative Factors ◽  
Working Out

The article contains data on the optimization of the motor activity of pupils of 7–10 years of rural schools by means of tourism. Positive and negative factors that influence the organization of extracurricular work in physical education with children of primary school age in the conditions of rural school are determined. Analysis of their own experimental data made it possible to determine that the volume of motor activity of a high level of rural schoolchildren is unsatisfactory, which does not allow raising the functional reserves of the organism to the proper degree. At the same time, studying the motives and needs of rural schoolchildren for physical activities, it was found that tourism is one of the most popular species. The received results became a basis for working out the program of after–hours physical culture and recreation classes «Young tourists», the content of which is presented in the article.

scholarly journals Critical Thinking Development of Primary School Pupils by Means of Inventive Problems

2021 ◽  
Vol 26 (1) ◽  
pp. 28-40
Author(s):  
Iryna Gavrysh ◽  
Svitlana Dotsenko
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Primary Education ◽  
Developed Countries ◽  
Initial Stage ◽  
Educational Programmes ◽  
Key Competencies ◽  
The Subject ◽  
Primary School Pupils ◽  
Alternative Solutions

The purpose of the research is to determine the effective tools for the critical thinking development for primary school pupils. Methodology. The retrospective analysis of the primary education systems development in Ukraine and in highly developed countries was used, the primary school is determined to be the initial stage of the pupils’ critical thinking development. The material of the study is primary school educational programmes, branches of education, and existing academic subjects, it indicates the necessity to develop and implement the particular subject, and its aim is to develop critical thinking and the abilities to express one’s own opinion, assess risks and solve problems. According to the State Standard of Primary Education the key competencies require the following skills: creativity; initiative; the abilities to justify one’s position logically, to manage emotions constructively, to assess risks, to make decisions, to solve problems, to cooperate with others. Results. The article clarifies that critical thinking is a type of thinking aimed at solving problems, namely studying the argument line (hypotheses, criteria, definitions, arguments, facts, etc.), analyzing alternative solutions; forecasting and assessing consequences. It is proved in practice that inventive problems serve as an effective way to develop critical thinking. The basis of such problems is the theory of inventive problem solving (TIPS). It is determined that an inventive problem contains a cognitive contradiction, its solving promotes the pupils’ critical thinking development. The authors’ subject ‘Eureka’ for pupils of 2-4 classes is offered. Its aim is to develop pupils’ critical thinking, creative and inventive abilities, and also primary skills to carry out natural science researches. The results of the subject approbation are given. Conclusions. Primary school pupils’ critical thinking development can be achieved through the introduction of a range of new subjects at the initial stages of education. The aim of such subjects is to teach pupils to solve inventive problems.

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