Arguing and Proving in Vargas´s German-Language Work

2020 ◽  
pp. 353-366
Author(s):  
Kinga Szücs
Keyword(s):  
Probability Theory ◽  
Subject Classification ◽  
German Language ◽  
Key Words And Phrases ◽  
Genetic Method ◽  
Mathematics Classrooms ◽  
Probability Concept ◽  
Basic Concepts ◽  
Mathematics Class ◽  
Class Room

Vargas’s work focused on children´s autonomous activities as well as on their intrinsic motivation in mathematics classrooms and was designed in the sense of the so-called genetic method (Ambrus & Vancsó, 2017, p. 7). His goal was to enable learners to discover mathematics in various every-day situations and to find appropriate mathematical models (Ambrus & Vancsó, 2017, p. 10). In a playful way, he wanted to convey methods, models and basic concepts of mathematics and especially the rules of logic. However, a main and basic area of mathematics, which also should be communicated to children from the very beginning, and which is not independent of logics, is the area of arguing and proving in mathematics. The question, how Varga placed and communicated arguments and proofs suitable for 1st-to-4th-grade learners, will be answered by analysing his German-language book Engel, Varga & Walser (1974). In this issue, two of his favourite mathematical areas, namely combinatorics and probability theory are brought to bear. ZDM Subject Classification: E50, K20, K50 Key words and phrases: Reasoning and proving in the mathematics class-room, Combinatorics, Probability concept and probability theory

The sense and the meaning of cultural-historical theory of L. S. Vygotsky

2017 ◽  
Vol 4 (1) ◽  
pp. 35-47
Author(s):  
Elena Kravtsova
Keyword(s):  
The Other ◽  
Projective Method ◽  
Genetic Method ◽  
Modern Psychology ◽  
Other Hand ◽  
The Subject ◽  
Basic Concepts ◽  
The One ◽  
Historical Theory

L. S. Vygotsky’s principal idea, lying in the base of cultural-historical theory, is the primacy of sense over meaning. There are serious reasons to believe that this part of cultural-historical theory was not completely understood both by his disciples and his opponents. That’s why many Vygotsky’s conclusions and discoveries remained untapped. while others were implemented in science and practice quite di˙erently from what he suggested. Vygotsky once wrote that features of the particular science deeply related to its method. That’s why he introduced the experimental-genetic method (projective method in modern psychology), which allows modeling the processes of development. One of the basic concepts of cultural-historical theory is the concept of “cultural de-velopment”. A Cultural person, for Vygotsky, is the person, who can control not only their own behavior and actions but also their own psychic processes. On the one hand, modern psychology doesn’t deny the role of volition in child’s development. But on the other hand, the volition itself is typically understood as one’s ability to submit to laws and rules. More than that – it’s rather easy to create conditions where a person will submit to laws and rules, but it doesn’t develop his ability to control himself. In Vygotsky’s opinion, there are natural psychic functions, which in the process of learning transform into cultural ones. In this context, the main goal of learning is to create conditions for developing person’s ability to be the subject of his own behavior, activity and psychic.

scholarly journals Teaching genetics in India: Problems and possible solutions

2019 ◽  
Vol 79 (01S) ◽  
Author(s):  
P. K. Gupta
Keyword(s):  
Biology Teachers ◽  
Scientific Teaching ◽  
Teachers And Students ◽  
Training Courses ◽  
Basic Concepts ◽  
Class Room ◽  
The Impact ◽  
Difficult Subject ◽  
Online Web ◽  
Experience Difficulty

Genetics is a difficult subject for majority of biology teachers and students world-wide. It is recognized that majority of students and even teachers of biology do not fully understand the basic concepts of genetics. They also experience difficulty in solving numerical problems of genetics. During the last few decades, this problem has become more acute due to the impact of molecular biology on genetics. In this article, this problem has been illustrated with the help of some examples of basic concepts, which the author thinks are difficult and are not fully understood by majority of teachers and students. The general problems in teaching of genetics described in this article include inherent variation in ability to understand among students, and resistance to follow scientific teaching among teachers, as demonstrated through well-designed logical experimentation. The solutions suggested for improvement of teaching include interactive teaching and preparations of inventory of difficult concepts, and clickers questions. The resources for improvement of teaching genetics that are being developed by Genetics Society of America (GSA) have been described in some detail. These resources also include some ‘online web resources for teaching genetics’, which include ‘MendelWeb’ and ‘GeneEd’ that are periodically revised. A set of questions in the form Genetics Concept Assessment (GCA) and a repository of clicker questions have been recommended as a regular activity of teachers for their own assessment followed by the assessment of the students in the class room. Arrangement of regular short training courses has also been recommended for the unpgradation of the prescribed contents of genetics courses, for developing newer teaching methods and also for the preparation of teaching material to improve the knowledge-base of teachers.

Basic Concepts of Probability Theory

1969 ◽  
pp. 99-149 ◽  
Author(s):  
Yu. V. Prohorov ◽  
Yu. A. Rozanov
Keyword(s):  
Probability Theory ◽  
Basic Concepts
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