scholarly journals Practice-oriented approach to teaching mathematics

KANT ◽  
2020 ◽  
Vol 36 (3) ◽  
pp. 397-403
Author(s):  
Tatyana Tarasova
Keyword(s):  
High School ◽  
Mathematical Knowledge ◽  
Cognitive Activity ◽  
Teaching Mathematics ◽  
Starting Point ◽  
Approach To Teaching ◽  
Oriented Approach

The article reveals the methodology for implementing practice-oriented activities of students in the study of mathematics in high school. A practice-oriented problem is formulated and its solution is given. Formulated in a practice-oriented task, the problem serves as the starting point for the formation of cognitive activity of students on the acquisition of mathematical knowledge and knowledge from other areas of scientific and technical thrust needed to complete the project.

scholarly journals Didactic guidelines for stimulating students’ intellectual development in mathematics lessons using information and computer technologies and technical training tools

2021 ◽  
Author(s):  
М.С. Попов
Keyword(s):  
High School ◽  
Intellectual Development ◽  
Inductive Logic ◽  
Cognitive Activity ◽  
Technical Training ◽  
Teaching Mathematics ◽  
Intellectual Activity ◽  
Computer Technologies ◽  
Intellectual Abilities ◽  
Modern Information

В статье рассматриваются актуальные проблемы оптимальности применения современных информационно-компьютерных технологий и технических средств обучения на уроках математики в средней школе с целью развития интеллектуальных способностей школьников. Методы исследования – анализ профильной литературы и обобщение прогрессивного педагогического опыта. В результате проведенного исследования определяются часто встречающиеся проблемы применения информационно-компьютерных технологий, заключающиеся в дистанцировании школьников от непосредственной познавательной активности, снижения способностей к адаптивной интеллектуальной деятельности, развития механичности действий. Авторами доказывается значимость выверенного баланса применяемых традиционных педагогических методов и современных решений; приводятся конкретизированные методические рекомендации, способствующие стимулированию интереса и интеллектуальной активности школьников на уроках математики. Предлагается широко вводить в практику обучения математике такие педагогические средства стимулирования интеллектуальной активности школьников, как разбор неправильных процедурных действий, применение заданий на индуктивную логику, проблематизация заданий, привязка заданий к практике. The article deals with the current problems of optimal application of modern information and computer technologies and technical means of teaching mathematics in high school in order to develop the intellectual abilities of students. The methods of research are analysis of specialized literature and generalization of progressive pedagogical experience. As a result of the conducted research, the frequently encountered problems of using information and computer technologies are identified, which consist in distancing students from direct cognitive activity, reducing the ability to adaptive intellectual activity, and developing mechanical actions. The authors prove the importance of a substantiated balance of traditional pedagogical methods and modern solutions, and provide specific methodological recommendations that help stimulate the interest and intellectual activity of students in mathematics lessons. It is proposed to widely introduce into the practice of teaching mathematics such pedagogical means of stimulating the intellectual activity of school-children as the analysis of incorrect procedural actions, the implementation of tasks for inductive logic, problematization of tasks, linking tasks to practice.

scholarly journals The Concept of Theoretical-Empirical Dualism in Teaching Math

2020 ◽  
Vol 29 (4) ◽  
pp. 85-95
Author(s):  
G. D. Gefan
Keyword(s):  
Mathematical Knowledge ◽  
A Priori ◽  
Research Work ◽  
Cognitive Activity ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
A Posteriori ◽  
Research Activities ◽  
New Knowledge

Among the problems of mathematical education, the article highlights: (1) insufficient attention paid to the fundamental, structure-forming role of mathematics; (2) speculative learning, its isolation from practice. The concept of theoretical-empirical dualism in teaching is formulated as the unity of the abstract-theoretical and experimental-empirical cognitive activity of students. According to the author, a priori and a posteriori mathematical knowledge should be distinguished. A priori knowledge either seems to an individual to be completely obvious, indisputable, or he assimilates it uncritically, “on faith”. A posteriori mathematical knowledge subjectively arises in the process of student’s intense theoretical and practical activity, and is being actively and comprehensively verified experimentally – either using mathematical applications, or through mathematical experiments. The empirical component of teaching mathematics implies a variety of forms and methods of active (including computer) and professionally oriented learning, giving experience in independent formulation of problems, joint search for ways to solve them, interaction and teamwork. Particular attention is paid to the use of mathematical experiments in those frequent cases when it is necessary to replace or supplement complex evidence, illustrate new knowledge, and give research skills. Monte Carlo mathematical experiments are demonstrated, which serve, in particular, as a bright, figurative, and convincing form of reinforcing theoretical knowledge in the field of stochastic branches of mathematics. The research work of students is considered as the highest stage of the students’ theoretical-empirical activity. The article proposes subjects of research activities of students in the process or upon completion of the study of probabilistic and statistical disciplines.

MINIMIZING LOGICAL EXPRESSIONS IN A SCHOOL COMPUTER SCIENCE COURSE

2021 ◽  
Author(s):  
Ксения Владимировна Попова ◽  
Елена Николаевна Малышева
Keyword(s):  
High School ◽  
Information Technology ◽  
High School Students ◽  
Computer Science ◽  
School Students ◽  
Approach To Teaching ◽  
School Computer ◽  
Oriented Approach

В статье представлен анализ учебников по информатике (10-11 класс) по теме «Минимизация логических выражений». Его результаты могут быть использованы при проектировании работы по углубленной подготовке старшеклассников с учетом межпредметных связей и практико-ориентированного подхода к обучению. In this article an analysis of Information Technology books (10-11 grades) on the topic "Minimization of logical expressions" is represented. Its results can be used in the design of work on in-depth training of high school students, taking into account intersubject connections and a practice-oriented approach to teaching.

PROFESSIONALLY-ORIENTED TEACHING AS A FACTOR OF MOTIVATION TO LEARNING ENGLISH IN NON-LINGUISTIC HIGH SCHOOLS (FROM THE EXPERIENCE OF DIFFERENT DIDACTIVE METHODS USING ON ENGI NEERING FACULTY)

2020 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Business Communication ◽  
Professional Communication ◽  
Active Teaching ◽  
English Classes ◽  
Individual Knowledge ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

This article is devoted to the features and benefits of a professionally-oriented approach to teaching a foreign language in non-linguistic high schools on the example of engineering education. According to the latest standards of higher education (FSES 3++), students must have sufficient knowledge of a foreign language for business communication in oral and written forms. However, teachers of high schools face a number of difficulties in the formation of a foreign language communicative competence offuture engineers, namely: a constant decrease of a number offoreign language practical classes in a curriculum of a high school and a weak motivation of students. In our opinion, a professionally-oriented approach to teaching helps to solve these problems and make the process of learning a foreign language more intensive, focused and effective. That is, now, the development of strategies, methodological models and tools for teaching English, with a focus on professional communication, is an actual task for an English teacher at the University. This article presents some methods and techniques that stimulate students of engineering faculty to professionally oriented communication in English. Much attention is paid to both active teaching methods used during practical English classes, and individual work, which allows students to get more useful information and skills within the practical classes given, and also allows students to develop the need for individual knowledge acquisition and comprehension, thereby providing the increased interest of communication in a foreign language and increasing motivation to learn a foreign language.

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

Apprenticeship of Immersion: College Access for High School Students Interested in Teaching Mathematics or Science

2010 ◽  
Vol 111 (1) ◽  
pp. 11-19
Author(s):  
Shelly Sheats Harkness ◽  
Iris DeLoach Johnson ◽  
Billy Hensley ◽  
James A. Stallworth
Keyword(s):  
High School ◽  
High School Students ◽  
College Access ◽  
Teaching Mathematics ◽  
School Students

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

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