Topological Essence of the Concept “Limit of a Numerical Sequence” in the General Mathematics

High school mathematics includes a number of extremely important concepts, including the concept of the limit of the number sequence. However, most students when learning it do not understand it with certainty, but only accept it to apply it to solve exercises. This paper aims to give a topological essence of the concept of limit of a sequence and present some methods for teaching this concept in general school in Viet Nam. The Paper consists of four parts. Part 1 presents an introduction to the definition of “Limit of a sequence”, part 2 deals with Some properties derived from definitions and notes in teaching, part 3 covers the Mathematical essence of the concept limit of a number sequence and part 4 talks about Defining topology on the set of real numbers. In each section, we include comments to help teach these notions and concepts. In each section, we make comments and observations to teach these concepts better.

Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept

Social integration of special need students is viewed as a necessary phenomenon for the skills’ development which adds quality to their lives and provides them with satisfaction. This study explores the perception and attitude of the teachers towards social integration as a general school policy. A total of 150 individuals were selected from the integrated primary schools in KSA. Survey approach was employed to collect data using a close-ended questionnaire which was then statistically analysed. The results revealed that there is a positive impact of the social integration upon the special needs students. A statistically significant difference was found among participants based on their experience, education, and age. Moreover, there was significant difference in the attitudes of participants with Diploma in Education qualifications and Bachelor in Education qualifications towards integration. The study concluded that the implementation of the integrated school as general policy should be considered and an effective teacher training curriculum with special needs courses should be introduced.

Features of physical activity and school anxiety in pupils of the secondary general education school and the cadet corps

Relevance. The relevance of the study is due to the high significance of school anxiety in the formation of psychosomatic diseases and nervous disorders. Identification of risk factors for increased anxiety, one of which is low physical activity, is important for the timely organizing of preventive measures.The aim: to assess the characteristics of physical activity and school anxiety among schoolboys of secondary school and the cadet corps.Materials and methods. The observation group consisted of 47 schoolboys studying in a secondary general school at the age of 13–16; the comparison group consisted of 140 schoolboys of the cadet corps. The comparative assessment of physical activity bases on the analysis of the physical education implementation in educational organizations and the results of a survey according to the author’s questionnaire. A comparison was made of the parameters of bioimpedance analysis (BIA) of body composition, the content of cortisol and serotonin in the blood serum, and indicators of the Phillips school anxiety test.The results. Physical activity in the school system was limited to 3 hours per week, and in the additional education system there are only 14.9 % of schoolboys who devote 6–8 hours a week to sports, which is 3 times less than in the comparison group (46.4 %). Lower values of indicators of physical activity and body composition were found in secondary school boys relative to those in cadet corps (p = 0.015–0.038). The level of cortisol in the blood serum was 1.4 times higher, and the serotonin was 1.2 times less in schoolboys of the schools comparatively to cadets (p = 0.001–0.037). In secondary school schoolboys, relative to cadets, significantly 1.9–3.9 times more often increased values were recorded for the factor general anxiety at school, frustration of the need to achieve success, fear of self-expression, fear of the situation of testing knowledge, fear of not meeting the expectations of others, problems and fears in relations with teachers and general anxiety oppositely directed correlations of weak and moderate strength were established between the frequency and duration of physical education, BIA parameters, cortisol in the blood serum and factors of school anxiety.Conclusion. The values of the factors of school anxiety schoolboys of secondary general school are higher than in boys of the cadet corps and possibly they are associated with irregularity, relatively low duration of physical activity and the degree of development of metabolically active tissues.

Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence

Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.

Honoring Trans and Gender-Expansive Students in Music Education

Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender-Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom environments. Grounded in theory and nascent research, the authors provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender-identity and expression continuum. Trans and gender-expansive students often place their trust in music teachers, with whom they have developed a deep bond over time. It is essential, then, for music teachers to understand how issues of gender play out in formal and informal school music environments. Stories of TGE youth and their music teachers anchor practical suggestions for honoring students in school music classrooms and in more general school contexts. Part I of the book establishes the context needed to understand and work with TGE persons in school music settings by presenting essential vocabulary and foundational concepts related to trans and gender identity and expression. Part II focuses on praxis by connecting research and teaching pedagogy to practical applications of inclusive teaching practices to honor TGE students in school music classrooms.

Promoting the integration of a student with autism in the General School with Erasmus KA3 / e-twinning actions

This paper investigates the dynamics of non-formal learning in the field of teacher preparation, for the acceptance and integration of people with autism in the General School. The main goal of the research is to identify appropriate practices for the formation of a fair attitude towards people with disabilities, with a focus on autism. The research questions posed were: (1) How can understanding autism be achieved i. by the group of teachers and students involved, and ii. by individuals in the environment in which they interact, and (2) How will understanding autism lead to the acceptance and integration of students with autism into the community? The research was carried out within the framework of the Erasmus KA3 / e-twinning program and was connected to the Curriculum through modules of the courses of Modern Greek Literature and Modern Greek Language. The pedagogical tool Targeted, Individual, Structured, Integrated Program for Special Educational Needs (TISIPfSEN) (Drosinou-Korea, 2017) played a primary role in the implementation of the program. The results reflected the reliability of the educational tool TISIPfSEN in enhancing the empathy of students of typical development and highlighted the potential which derives from the participation in non-formal education to form attitudes and behaviors with the ultimate goal of integrating students with autism in the General School.

USING VIRTUAL REALITY IN SUPPORT STEAM APPROACH FOR GENERAL SCHOOL

The article considers the main possibilities of virtual reality tools to support the STEAM approach in general education institutions. The focus is on the benefits of virtual reality for the implementation of STEAM education. The statistics of the law firm Perkins Coie LLP and XR Association «Determining the role of industry in the future of immersive technologies» on the research of the implementation of augmented and virtual realities in 2019. The attitude of teachers of general education institutions of Ukraine to the use of virtual reality in the implementation of the STEAM approach is analyzed. Particular attention is paid to VR applications for the STEAM approach in general school. Some virtual reality applications for general education institutions are offered, such as Google Expeditions, 3D Organon Anatomy, Lecture VR, StarTracker VR-Mobile Sky Map, Nano2d, VR Roller Coaster, Volumetric oscilloscope, Calcflow and others. We concluded that the use of virtual reality opens up many new opportunities in learning and STEAM education that are too complex, time consuming or expensive with traditional approaches. Virtual reality is able not only to provide information about the phenomenon itself, but also to demonstrate it with any degree of detail. A virtual educational environment is a creative environment in which learning is possible with the motivation of students, their emotional uplift and a positive, optimistic mood. A necessary condition for the use of a virtual educational environment is the implementation of a personality-oriented approach and the development and improvement of teaching methods, in particular in the fields of STEAM. Prospects for further research are the design of the STEAM model of oriented educational environment using virtual reality tools.

The educationalization of school architecture in Switzerland between 1840 and 1950

This paper analyses and contrasts the evolution of school architecture competitions, selected submitted projects and built schoolhouses, programmatic and professional literature, school building exhibitions and public reactions to them aiming at answering the following research question: How did architecture competitions, educational reforms and programmatic or professional literature contribute to the educationalization of the school building between 1835 and 1950 in Switzerland? The question will be approached from a perspective of educationalization, knowledge transfer and circulation between professional and political knowledge or discourses on education and practices of architecture competitions by contextualizing school building reform discourses within general school and education reform processes. The evolution of school building architecture competitions in Switzerland and the participation of a variety of actors demonstrate how the school building became a co-educator, how historical building designs are constantly naturalised to fit reform programs, and the relevance of calls for tender as source for the history of education.

COLLEGES OF EDUCATION TUTORS’ PERCEPTIONS ON THE ADAPTATION AND MODIFICATION APPROACHES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES IN GHANA

<p>The article sought to determine perceptions of Colleges of Education tutors on how the current Colleges of Education curriculum equips pre-service teachers to adapt and modify the general school curriculum to accommodate the needs of all children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted using a sample of 235 tutors from 13 Colleges of Education in Ghana. The lottery method was used to select four regions out of the sixteen regions of the country and the purposive sampling technique was used to select all the colleges within the four regions, while convenience sampling technique was used to select the actual respondents for the study. Questionnaires with closed ended items were developed for the data collection. It was evident from the study that majority of the tutors believed that the curriculum prepares pre-service teachers to adapt the general school curriculum to accommodate the needs of all children with special educational needs and disabilities in an inclusive classroom. Recommendations were made based on the findings and conclusions were drawn.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0783/a.php" alt="Hit counter" /></p>

IMPACT OF ADDITIONAL TRAINING AND TRAINING IN SPECIALIZED CLASSES ON THE RESULT OF UNIFIED STATE EXAM IN CHEMISTRY: A SOCIOLOGICAL ASSESSMENT

Study of the additional training impact and training in specialized classes on result of the Unified State Exam in chemistry is due to the fact that in the modern period, on the background of the profiles introduction in secondary educational schools, the subject "chemistry" leaves the group of mandatory subjects. At the same time, there is an increase in complexity of the Unified State Exam tasks in this area. Paper tests a hypothesis of need for additional preparation of students for the Unified State Exam in chemistry, regardless of the general school class profile. Analysis of positive and negative aspects of various services for preparing pupils to the Unified State Exam is carried out. Article presents an analysis of the first-year students survey in the Northern State Medical University (Arkhangelsk) of four specialties: "General medicine", "Pediatrics", "Dentistry" and "Medical Biochemistry" in the number of 106 people on use of additional classes in preparation for the Unified State Exam, depending on the profile of the class and number of lessons in school, as well as impact of additional training on the result of the Unified State Exam. Aim of the study was to study the opinion of medical university students about the impact of additional training and training in specialized classes on the result of the Unified State Exam in chemistry. As a result of the study, it was found that training in general education or non-core classes in most cases is not enough to obtain a high score in the Unified State Exam in chemistry, which is necessary for admission to a medical university. Training in specialized chemical and biological classes, together with additional training, most often gives the highest result of the Unified State Exam. Students in specialized chemistry and biology classes turn to tutors or use courses or online schools to better prepare for the Unified State Exam.