Results found: 2

Search results

Search:
in the keywords: mental operations

Sort By:

Limit search:

The level of reflection in the professional development of pre-primary teachers

100%

Syslová Z.

Przegląd Pedagogiczny

2015

issue 1

73-84

The presented study brings to the professional discourse a view on the reflection of pre-primary teachers in two phases of their professional development. The level of reflection was ascertained in the period of their study at the Faculty of Education (24) and then after a year of work in a kindergarten (6). The author first considers the necessity to develop reflective thinking among pre-primary teachers, which she has based on existing findings in the area. She presents the reflective model (Korthagen, 2011; Píšová, 2005), which she used in her research. The remaining part of the text deals with the methodology of the research and the findings that resulted from the data analysis. The results show that aimed support directed at reflection helps to develop higher levels of cognitive thinking and also points to the connection with using more effective strategies in pre-primary education.

ВИКОРИСТАННЯ СПОСОБУ МАТЕМАТИЧНОГО МОДЕЛЮВАННЯ В ПОЧАТКОВОМУ КУРСІ МАТЕМАТИКИ ПІД ЧАС РОЗВ’ЯЗУВАННЯ ЗАДАЧ

100%

Фефілова Т., Андраш К.

Педагогічні науки: теорія, історія, інноваційні технології

2015

issue 8(52)

94-103

In the article the necessity of using mathematical modeling as the simulation method for solving problems at mathematics lessons in primary school is proved. The aim of the article is to prove that using the modeling method should perform a leading role in the formation of skills to solve problems, allows to achieve quickly high results in learning and mathematical development of junior pupils, makes them more productive in learning activities. It is emphasized that simulation takes a leading role in shaping the skills to solve problems. Modeling in the primary school enables to form skills of modeling different situations, events, actions, learning projects. The results of the simulation can be built schemes, graphics, lists, algorithms, charts, formulas, designated certain badges that help to solve mathematical calculations. Process modeling facilitates the development of theoretical thinking of primary school pupils. During the simulation the children improved overall techniques of mental activity, such as analysis, synthesis and comparison, contributing to a more productive educational activity of junior pupils. Using the simulation has: educational value – it helps to learn many of the questions in theory; educational value – contributes to the development of memory, attention, observation; practical value – the speed and accuracy of calculations. The authors show the stages of simple problems modeling using different models. Existing programs of mathematics require from children self-dependence in solving textual tasks. Each graduate of primary school should be able to record the task of the problem succinctly, illustrating it with drawings or diagrams, justify each step in the analysis of the task and its solution, check the correctness of the decision. Indeed, the intellectual level of children is different and it is impossible, without considering their age and personality, to teach how to solve any task on a specific pattern. We must choose different methods of work on the task for students with different levels. In this case at the mathematics lessons you should use several kinds of models to the same textual task. It will ensure that every child feels that he/she is able to solve this problem (is in «a situation of success»). Experience shows that widespread use of the modeling method in primary school creates a solid foundation for further study of mathematics.

Refine search results

1 Przegląd Pedagogiczny

1 Педагогічні науки: теорія, історія, інноваційні технології

2 2015

1 Syslová Z.

1 Андраш К.

1 Фефілова Т.

Search results

The level of reflection in the professional development of pre-primary teachers

ВИКОРИСТАННЯ СПОСОБУ МАТЕМАТИЧНОГО МОДЕЛЮВАННЯ В ПОЧАТКОВОМУ КУРСІ МАТЕМАТИКИ ПІД ЧАС РОЗВ’ЯЗУВАННЯ ЗАДАЧ