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

100%
Чашечникова О., Колесник Є.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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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
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Chosen mathematics concepts and their understanding by students of early school education ‒ the concept of measure and measurement

100%
Żądło-Treder J.
Problemy Opiekuńczo-Wychowawcze
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2019
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vol. 580(5)
59-76
EN
The early school education stage is a particularly important period, in which the child has possibility to confront colloquial and formal knowledge. An important area of such confrontation is the so-called practical information and skills, including the concept of measure and measuring ability. At the elementary level the child passes from colloquial knowledge of measurement to formal knowledge and starts to understand the interrelationships between various measures. One of the basic threats in shaping the concept of measure in children is too early formalization of knowledge. The article presents the results of the pilot studies regarding the understanding by 7‒9 year old children the sense of measuring continuous magnitudes such as: length, volume, mass, time, temperature and surface area. On the basis of the results, it was found that the most difficulties for children is to measure mass, volume and surface area. Basically, the studied group does not understand the importance of balance on the beam balance, so they cannot determine the result of mass measurement. Based on the observation it was noticed that children mostly associate the measuring activity with length and special tools. They are not aware that we can measure with any chosen units and that we can measure different continuous magnitudes.
3
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A study on capacity development of mathematical pedagogy students

72%
Nguyen H. H., Hoa T. A., Anh G. P.
Relacje. Studia z nauk społecznych
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2017
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issue 4
177-190
EN
This paper presents some courses in Bachelor of capacity development of mathematical pedagogy students. Firstly, we analysed Bachelor of Mathematical Education program. Secondly, we conducted a survey to identify Vietnamese students who need to be equipped and experienced some performance capacities. Thirdly, we suggested some solutions to be taken during courses related to the module of teaching methods and pedagogic practice in order to contribute to the promotion of these competencies for students. Finally, we answered the question “How to develop such capacities for students?”.
PL
Niniejszy artykuł przedstawia kilka kursów, które mają na celu rozwój umiejętności dydaktycznych z zakresu matematyki wśród studentów. Po pierwsze, przeanalizowaliśmy program studiów licencjackich z zakresu edukacji matematycznej. Po drugie, przeprowadziliśmy ankietę w celu ustalenia, którzy wietnamscy studenci powinni być wyposażeni w określone doświadczenia i umiejętności. Po trzecie, zaproponowaliśmy kilka rozwiązań, które należy podjąć podczas kursów związanych z modułem metod nauczania i praktyką pedagogiczną, aby podnieść kompetencje studentów. Na koniec odpowiedzieliśmy na pytanie: „Jak rozwijać takie możliwości wśród studentów?”.
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