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1

ФОРМУВАННЯ В УЧНІВ ПРОФЕСІЙНО-ТЕХНІЧНИХ УЧИЛИЩ УМІНЬ УЧИТИСЯ САМОСТІЙНО У ПРОЦЕСІ НАВЧАННЯ МАТЕМАТИКИ

100%
Розуменко А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 10(44)
51-57
EN
The article analyzes the current problems of vocational education, one of which is to ensure a sufficient level of mathematical preparation of graduates of vocational training schools. The necessity of formation in the students of vocational training schools the skills to learn independently is proved. The methods of forming such skills in the process of studying mathematics are proposed, namely performance test items with peer; individual homework exercises containing spaces and the use of multi-level cards printed with the objectives of the foundation containing a sample of implementation of this task. The author emphasizes that independent work is a learning tool that:in each definite situation corresponds to a specific didactic purpose and task;develops in the students at every stage of their movement from ignorance to knowledge required scope and level of knowledge, skills and abilities to solve the corresponding class of cognitive tasks, gradual progress from lower to higher levels of mental activity;promotes the development of students’ psychological readiness for independent systematic enlarging their knowledge and developing skills to navigate the flow of scientific and public information; is a very important instrument of pedagogical leadership and management of independent cognitive activity of the student in the learning process. The author concludes that one of strategic directions of modernization of secondary education is to foster independence, responsibility, development of intellectual abilities of students. The person cannot «transfer knowledge». He can tell. The student must master it; take it as personally important to be aware of. All this is impossible without independent learning of material. Independent activity develops students’ psychological setting on a systematic replenishment of their knowledge and is a necessary condition for self-organization of their own training, and future professional work. The use of various forms of independent work with specific training in vocational training schools, allows boosting cognitive motivation of students, developing their cognitive activity, and facilitating the development of their cognitive activity. It is necessary to study methodological aspects of formation in the students of vocational training schools the ability to learn independently, which will improve the quality of their mathematical training.
2

ВИКОРИСТАННЯ ЗАСОБІВ ЗНАКОВО-СИМВОЛЬНОЇ НАОЧНОСТІУ ПРОЦЕСІ ФОРМУВАННЯ АЛГОРИТМІЧНОЇ КУЛЬТУРИУЧНІВ 5–6 КЛАСІВ

100%
Розуменко А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
301-309
EN
In the article the topicality of the problem of studentss’ algorithmic culture forming is revealed.It is substantiated by the fact that in school mathematics algorithmic line begins to develop in primary school. Students of junior grades study the simplest algorithms of arithmetic operations, the sequence of arithmetic operations with natural numbers when solving problems and exercises, which is a form of algorithmic propaedeutic culture. The didactic conditions of formation of algorithmic culture of students in the study of school mathematics are defined, as well as the general scheme of the formation of the algorithmic culture of students in the study of school mathematics, which includes the following stages: the disclosure of the content and method of algorithmization; familiarity with the concept of the algorithm and its properties; formation of abilities to use basic algorithms for computing; formation of basic skills and logging algorithms in different forms; formation of abilities to use basic algorithmic structures. An analysis of the content of school mathematics of the 5–6 grades allowed to select the rule, which can be algorithmic: comparison of natural numbers and fractions; actions with fractions; rounding integers and fractions; finding the arithmetic mean; calculation of interest; finding the greatest common divisor; finding the least common multiple and others. We consider four types of means of signs and symbolic visibility, which are used in the assimilation of mathematical concepts and systematization of mathematical knowledge. Methodological recommendations for the assimilation of such rules with the help of block diagrams and tables are given. The examples of tables in which the rules can be learned from the actions of decimals and the rule for finding the greatest common divisor of two integers, as well as a diagram comparing two integers are given. The proposed tables and diagrams can be used in the process of studying the relevant school mathematics by the students of the 5–6 grades.
3

ДИСТАНЦІЙНИЙ КУРС ІСТОРІЇ МАТЕМАТИКИ В ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

100%
Розуменко А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
356-364
EN
In the article the urgency of implementing distance learning in the educational process of higher education institutions is discussed. It is proved the necessity to use distance learning courses to train future professionals for continuing education throughout life. Organizational and methodological principles of training course in the history of mathematics are revealed. Such principles of distance learning as teacher-student interaction, self learning by students of training material and ongoing consulting support in the training of students are characterized. The features of traditional forms of teaching in higher education institutions (lectures, practical and laboratory classes, control measures) in distance learning are highlighted. The article analyzes educational and information technologies of distance learning, the content of the main types of distance learning. The author proposes the development of distance course in the history of mathematics that can be implemented in practice of training future teachers of mathematics. The features of distance course in the history of mathematics are highlighted, namely: clearly structured lecture course, accompanied by control issues; a significant number of hyperlinks that allow students to increase the amount of information of the course topics that interested him; mandatory test control for individual topics of the course, the passage of which is necessary for further learning; references and addresses of websites that allow motivated students to study the history of mathematics. The results of the pilot study on implementation of the distance course of history of mathematics in practical training of teachers of mathematics are discussed. The conclusion is made that most students have no personal experience of distance learning, but know that there is such a form; 96 % of respondents consider full-time training qualitative, the second place takes the quality of distance learning; according to the students distance learning is effective for students enrolled on an individual schedule and those who have plenty of spaces for objective reasons. Distance learning can be an alternative provision for objective reasons which prevents the stationary form of education, and it is advisable to offer full-time students teaching some courses they can study remotely at will or by some objective circumstances. Such training courses can make an individual trajectory of the student more flexible and efficient.
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