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1

ОДИН ІЗ АСПЕКТІВ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ ДО СТВОРЕННЯ ТВОРЧОГО СЕРЕДОВИЩА

100%
Чашечникова О., Колесник Є.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
391-401
EN
The article deals with one of the aspects of training the future teachers of mathematics in the process of study of elementary mathematics to implement the conceptual model of formation and development of creative thinking, to create a creative environment in the conditions of differentiated teaching mathematics – building the capacity of students to prepare pupils to participate in math competitions. Some results of the students’ questioning about their potential readiness to work with gifted students during diagnostic experiment are provided. The peculiarities of implementation of content, motivational-stimulating, personal, organizational, operational-activity units of creating a creative environment in the context of the study are revealed. Attention is focused on the content unit, examples of some tasks of contest character are presented, and it is advisable to offer these tasks to the students at the lessons of elementary mathematics. Creative environment in the process of teaching mathematics is interpreted as a system of interrelated interdependent units (content – determined by the peculiarities of the structure and content of educational material; motivational- stimulating – the peculiarities of the teacher’s work in the process of organization and management of educational-cognitive activity of the pupil; personal – specifics of the influence (self-influence) on the pupil’s personality with the purpose of developing his creative thinking; organizational – peculiarities of organization of pupils’ learning and joint activities of teachers and pupils, aimed at creating conditions for personal involvement of all the stakeholders (pupils, regardless of their level of academic success, and teachers; operational-activity – specifics of operating the educational material). It is stressed that in the process of preparing pupils for Olympiads in mathematics there is a large number of problems. It is noted that some of them are based on the fact that at the present stage most of the students of physics and mathematical faculties of pedagogical universities lack special math preparation. The results of a survey of students from the physics and mathematics faculties this year showed that only 35% of them were enrolled in classes in physics and mathematics according to the programs of profile (depth) level. Other students studied programs in mathematics of the academic level.
2

ІННОВАЦІЙНІ ПІДХОДИ ДО ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ.НАВЧАННЯ ЕЛЕМЕНТАРНОЇ МАТЕМАТИКИ

100%
Чашечникова О., Колесник Є.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 8(42)
265-273
EN
This paper examines the possibility of using some innovative approaches to teaching elementary mathematics in order to develop the creative thinking of the future teachers of mathematics. It has been observed that the rate of elementary mathematics is the basis for the study of professional courses of future teachers of mathematics. The training of the students of pedagogical universities should be systematically focus on the formation and development of creative thinking of the future teacher of mathematics, that is necessary to prepare competitive professional who, in turn, will be able to shape their future competitiveness of the students; initiative to form a creative person who is able to shape and develop the creative personality of the student. The analysis of psycho-pedagogical and educational literature has offered the ways to implement psychological and pedagogical patterns in the training of future elementary mathematics teachers of mathematics that contribute to the intensification of education and create conditions for the development of creative minds. The observations, the students’ questionnaires, systematization and generalization, own teaching experience have helped to isolate the problems and pose the problem to be solved through the use of innovative approaches in education to the specifics of working with different groups of the students (both in content and in the forms, methods, media studies). It is noted that at the early stages only items, preparing the students for independent creative activity is appropriate. The paper emphasis on improving a teacher of elementary mathematics through the use of practical psychological and pedagogical knowledge aimed at targeted management cognitive activity of the students. Our research is aimed at creating a methodical system of teaching elementary mathematics students of pedagogical universities that contribute to the development of their creative thinking and forming readiness for creative thinking of their future students.
3

ПІДГОТОВКА УЧНІВ ДО ВИКОНАННЯ ТЕСТОВИХ ЗАВДАНЬ З МАТЕМАТИКИ. ТЕОРІЯ І ПРАКТИКА

81%
Чашечникова О., Одарченко Н., Захарченко Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 2(56)
440-448
XX
The use of the tests to determine the level of pupils (students) training in a particular school subject becomes widely popular in the national education system. The principles of environmental friendliness of education (according to P. V. Lushyn) aim to build a teaching and educational process so that the emphasis on regimentation and limitation of education transfers to the empowerment of capabilities of those who teach and those who learn. This article contains results of research on the dynamics of changes in pupils’ attitude to maths problem solving in the test form 1989 – to the present. The main problems encountered by the pupils (students) while performing the tests are critically analysed. Based on the results of pedagogical experiment, which are also confirmed by the psychologists, not only the level of training and skills, but also preparedness of a pupil (student) for the tests (e.g. his/her reaction speed, promptness, flexibility of thinking, dedication, efficiency, self-control, etc.) is required for a correct test solving. This means that there is a problem to conduct the test by the pupils (students) with different temperaments, with the dominance of different representative systems, because of which the pupils (students) with a sufficiently high level of maths knowledge and skills make aggravating shortcomings in the problem solving in the test form. The authors consider the problem of systematic training of the pupils (students), including psychological, to perform maths tests and, in particular, to reduce stress levels among pupils (students) during the test time. One of the methods of conducting classes with pupils (students) at the higher education institution that uses tests to assess the quality of assimilation of a learning material was proposed. Method consists of four stages (organisational, preparatory, work on the tests, results analysis and correction) and three structural levels (the first – reproductive nature problems, the second – reconstructive nature problems and the third – variable problems). The method is illustrated by the set of problems in the test form from the subject “random triangle”.
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