АДАПТАЦІЯ УЧНІВ 5-Х КЛАСІВ В ПРОЦЕСІ ВИВЧЕННЯ МАТЕМАТИКИ
Adaptation of the 5th grade pupils during the study of mathematics
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The article is devoted to the problem of pupils’ adaptation in grade 5 to the peculiarities of the process of learning mathematics in basic school. The difficulty of this process appear under the influence of external factors (significant changes in the organization of educational process, which causes disturbances of psychological and social adaptation) and internal (early adolescence, which in itself is a crisis), which leads to the appearance of school exclusion. Qualitative and quantitative changes in the body and psyche of the 10–11-year-old children, associated with the entry into younger adolescence significantly alter their previous interests and relationships with others, which causes complex, contradictory emotions and negative behaviors. The analysis of the main psychological characteristics of this age group made it possible to identify the typical difficulties of adaptation younger teens to study mathematics in the 5 grade, to point out the possible causes, and offer recommendations for their prevention and elimination. Adapting of the child to the education at the secondary level of the school is quite a long process involving significant challenges, both objective and subjective. School life of the fifth-graders often is complicated by unreasonably high requirements to them by their teachers, who had previously worked with higher school pupils. That is why the adaptation process requires painstaking, coordinated work of teachers and psychologists. Considering the importance and features of the mathematics teaching material in the 5th grade, by current curriculum, and to ensure the principle of continuity in the study of mathematics between the 4th and 5th classes, concerted action of primary school teachers and teachers of Mathematics Class 5, the comparison of which in research presented in the scheme, are needed and compulsory. This article contains tips for successful adaptation of the fifth graders to study mathematics, the use of which will contribute to a successful acquisition of educational material by the pupils and help avoid the effect of “the alienation of knowledge”. In addition, the use of these recommendations in practice will help primary school teachers and teachers of basic school mathematics increase learning motivation of the fifth-graders to their cognitive activity, improve the general atmosphere at mathematics lessons.
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