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1

СИТУАЦІЙНІ ЗАДАЧІ ЯК ПРОДУКТИВНА ОСНОВА СУЧАСНОЇ СИСТЕМИ ФАХОВОГО СТАНОВЛЕННЯ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ

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Москаленко О., Москаленко Ю., Коваленко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 2(56)
347-356
EN
The article makes the attempt of the theoretical understanding of the essentiality and peculiarities of situational tasks out of methods of teaching mathematics, defining their place and role in the scheme of training future teachers of mathematics, typing them for various signs. The absence of the tough conditionality of the content of methods of teaching mathematics (unlike the science of mathematics itself) as one of the basic professionally oriented courses in pedagogical universities, situational and multivariate methods, which are inherent for it, allow the wide implementation of the method of concrete situations in the scheme of the teacher training. It was concluded that on the basis of generalization of many years of authors’ experience in the training of the teachers of mathematics, that the systematic use of situational tasks out of the methods of teaching mathematics has significant advantages in comparison to the traditional reproductively informative angle to the situation. It is shown that situational tasks out of the methods of teaching mathematics is a specialized way for creating the competency oriented learning environment for the establishment, development and self-identity of the student as a future teacher of mathematics. It is emphasized the effectiveness of using the situational tasks in the modeling creative activity and independence of the students, skills of interpersonal communication, enhancing motivation and emotional factors in the acquiring the profession by them. (Authorial practical manual out of the methods of teaching mathematics, which offer more than 1,000 situational tasks and exercises have been tested for over twenty years.) Examples illustrated that in the process of quasi-professional practice in this environment the student receives the product of education, the essence of which is primarily in the acquiring by the future teacher of mathematics the subjectively new professionally-relevant knowledge and initial experience of practical implementation of leading professional ways of varying degrees of generality, forming of readiness and capability to found a systematic way to solving problems that arise in the practice in work of mathematics teacher. Soundly, that the expediency of creation and use of the scheme of situational tasks out of methods of teaching mathematics as a productive foundation of dynamic combination of theoretical and practical components of methodological training of the specialists.
2

КОРЕКЦІЯ ЗНАНЬ І ВМІНЬ УЧНІВ ЯК ЗАСІБ ЗАБЕЗПЕЧЕННЯ НЕПЕРЕРВНОСТІ МАТЕМАТИЧНОЇ ОСВІТИ

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Черкаська Л., Москаленко О., Марченко В.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 2(56)
448-457
EN
The article deals with important didactic and methodological aspects of the process of teaching mathematics in modern school. Analysis, comparison, systematization and generalization of approaches to defining the general model of the teaching process and their adaptation to the modern social demands for the educational sector’s functioning, generalization of the teaching experience demonstrates the need for inclusion in its structure the phase of correction as it is, providing cyclical training, continuity of mathematical education, and thus increase of the students’ knowledge and skills quality level, their strength and consistency, broadening students’ understanding of the necessity of conscious attitude towards the program material mastering. Therefore, the following stages of the teaching process were considered by us to be the most important ones: the targeting one, the motivational one, the substantial one, the action-operating one, the controlling and evaluative one, and the correctional-regulative. At each stage among the defined the teacher’s activity (teaching) and the research and learning activities of students have their specific features, the essence of which is reflected in the article. The procedure of correcting is determined and characterized by the specific needs, motives, purposes, and terms for goals achievement, its planning and performance, the nature, the specific features and implementing of which are closely examined in this article. The presence of the featured ways of correcting the level of students’ achievements in mathematics allows considering correction a separate teaching and learning activity. All components and actions implemented in correction are individually oriented, and its efficiency and effectiveness is ensured only by the student’s hard work to remove the gaps in their own knowledge of mathematics. Thereby, the correction of students’ knowledge and skills has a significant impact on the entire educational process and an exclusive importance to ensure its effectiveness and continuity. Perspective directions for further research are related to the creation of modern methodological systems of correction (particularly self-correction) of the students’ learning outcomes, development of the appropriate methodological and didactic software, research for the opportunities in informational and communicational technologies fields as the effective means for the students’ mathematical knowledge correction.
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