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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

ВИКОРИСТАННЯ ТЕХНОЛОГІЙ ІНТЕРАКТИВНОГО НАВЧАННЯ НА ПРАКТИЧНИХ ЗАНЯТТЯХ З МАТЕМАТИЧНИХ ДИСЦИПЛІН

86%
Тягай І.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 2(56)
432-439
EN
The article reveals the features of interactive training at practical lessons of mathematical disciplines at the Pedagogical University. The author defines the purpose of the article, highlights the ways of using methods and techniques of interactive training in the study of mathematical disciplines at the Pedagogical University. Theoretical and empirical research methods are used to achieve this goal. The analysis of psycho-pedagogical and educational materials; study of the characteristics, forms, methods and technologies of interactive training in higher school; comparative analysis of traditional and interactive training of mathematical disciplines of future mathematics teachers are used among theoretical methods. Study and analysis of the experience of the scientists research who examined the efficiency of technology and interactive teaching methods at practical lessons at the universities; interviews, surveys, questionnaires of students and teachers of mathematics; pedagogical experiment, in which the efficiency of methods and techniques of interactive training at practical lessons of mathematical disciplines for future teachers of mathematics was tested among empirical methods. The article discusses the possibility of introducing elements of interactive training for actualization of basic knowledge, motivation of students, checking homework, noted which technology is better to use for the following lesson stages and given specific examples. The author reveals the possibility of using technology and interactive teaching methods in practical skills of solving problems. The article states that the educational process with the use of interactive training activates the cognitive activity of students, promotes their communicative abilities, creates autonomy in acquiring new knowledge, teaches students to work in the team. The author argues that the implementation of ideas in interactive training contributes to the training of students’ skills for future professional activity and allows maintaining a dialogue between all participants of the educational process that contributes to the accumulation of work experience of students with a large amount of information. There’s an urgent need for further research in this direction as the issue of interactive training of future teachers of mathematical disciplines is extremely urgent and important.
3

ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ ДО ЗАБЕЗПЕЧЕННЯ ВАЛЕОЛОГІЧНОГО СУПРОВОДУ НАВЧАННЯ ШЛЯХОМ ПРОЕКТНОЇ ДІЯЛЬНОСТІ

72%
Возносименко Д. я.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
202-209
XX
The problem of preservation and purposeful formation of children and young people’s health is exceptionally important and relevant in difficult modern conditions of development of Ukraine. In recent years there has been a significant deterioration in the health of schoolchildren in Ukraine. That is why, the issue of future teachers’ preparation to ensure valeological support requires special value. Thereby, it is necessary to search for new ways and methods which would help teachers to make such lessons in mathematics, whose main goal would be the preservation and strengthening of children’s health, formation of positive motivation for a healthy lifestyle. The article consideres the peculiarities of training future teachers of mathematics to ensure valeological support of studuing by project activities. The purpose of the article is to highlight the relevance of training future teachers of mathematics to ensure valeological support of studuing using project activities. The author reveals the main aspects of successful implementation of project technologies in the process of training future teachers of mathematics. The training of the future teachers of mathematics to the organization of project activities both during classroom work, in particular in studying the discipline “Methods of teaching mathematics”, and during extracurricular activities within the circle “Elements of valeology in the school course of mathematics” are examined. The article gives specific examples of project activities in providing valeological support. The author claims that as a result of this work, future teachers of mathematics must learn to coordinate project activities at the lessons of mathematics, to organize group and individual activity of students, to create and put into practice their own teaching plans at mathematics lessons. The results of the research obtained on the basis of literature analysis on this issue and regulations, pedagogical observation on the learning process of future teachers, confirm the relevance of training future teachers of mathematics to ensure valeological support of students learning mathematics. Practical importance of the research lies down in the development of methodological recommendations concerning training future teachers of mathematics to the solution of problems of preservation and strengthening of pupils’ physical and mental health at the lessons of mathematics and their practical application in the educational process. The article points out that the problem of training of the future teachers of mathematics to ensure valeological support of studying by involving them in project activities currently is found out insufficiently.
4

САМОСТІЙНА РОБОТА ЯК ОДНА ІЗ ФОРМ РОЗВИТКУ ІНТЕЛЕКТУАЛЬНИХ УМІНЬ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

72%
Тягай І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
376-382
EN
The development of intellectual skills of future teachers of mathematics is revealed in the article. The concepts of intelligence and intellectual skills are defined. It is noted that mental operations lie in the basis of intellectual skills. Therefore, intellectual skills is a set of activities and operations on reception, processing and use of information in educational activity. It is asserted that these skills are formed effectively in future teachers of mathematics in interactive teaching. The examples of students’ intellectual skills development during individual work in mastering discipline material of «Practical course of solving non-standard tasks» for the speciality «Mathematics» are given. It is known that this discipline deals with the methods of non-standard tasks solution, the consideration of which is necessary for mastering modern mathematical set with the purpose of its further application in the study of mathematics and carrying out an independent research. It is found out that student’s individual work is a form of mastering educational material beyond compulsory training lessons. The article offers checking students’ individual work to conduct in the form of a conversation between a teacher and students. Interviews can be conducted both individually and collectively. It is known that the activities which provide an individual decision of educational problems causes an active mental work and conversely, activities for mechanical execution, memorization and reproduction lead to passivity. We propose to move away from a traditional survey and to build checking of individual work using interactive technology in the form of presentations of collective projects in the article. The combination of individual and group forms of work with the purpose of ensuring the quality and efficiency control of each student individual work is considered. The author argues that such testing of individual work will assist not only the educational-cognitive activity of students, but also the development of their intellectual abilities.
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