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Яндекс.Метрика

ATTITUDE TO MATHEMATICAL PHENOMENA AND THEIR IMPACT ON TEACHING MATHEMATICS

Melnikov J. B., Shitikov S. A., Sintsova S. G.

DOI: 10.23951/1609-624X-2017-8-108-113

Information About Author:

Melnikov Yu. B., Ural State University of Economics (ul. 8 Marta, 62, Yekaterinburg, Russian Federation, 620219). E-mail: UriiMelnikov58@gmail.com Shitikov S. A., Ural State University of Economics (ul. 8 Marta, 62, Yekaterinburg, Russian Federation, 620219). E-mail: shitikov-s-a@yandex.ru Sintsova S. G., Ural State University of Economics (ul. 8 Marta, 62, Yekaterinburg, Russian Federation, 620219). E-mail: Svg_SUA@mail.ru

The mathematical phenomenon includes the mathematical concept, the system of axioms, theorem, method, algorithm, etc. The purpose of this research is determination of all the options of perception to the mathematical phenomenon relevant for the education system and identifying some of the learning features for each of these options. A set of three postulates is chosen (the postulate on the priority result of educational and mathematical activity, the postulate of the didactic relevance of the components of activity, the postulate of the priority component of educational and mathematical activity). It is shown that if these postulates are implemented from the didactic point of view, then only two variants of the relation to mathematical phenomena are applicable: 1) the mathematical phenomenon as the subject of activity (in particular, as information to be memorized); 2) mathematical phenomenon as a tool of activity. The study of the mathematical phenomenon always begins in a situation when this phenomenon acts as an object of activity. However, to form a view of this phenomenon, the teacher must create conditions, the learning environment in which the learner naturally desires to consider this phenomenon as an instrument of activity. The examples of reflection of these variants of relationship in theory and practice of teaching mathematics are given. It is pointed out that for the students to take a mathematical phenomenon as a versatile phenomenon associated with other mathematical and non-mathematical phenomena, it is necessary that both variants of the relation to the mathematical phenomenon should be represented in the educational process.

Keywords: methods of teaching mathematics, learning theory

References:

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2. Leont’ev A. N. Kategoriya deyatel’nosti v sovremennoy psikhologii [Category of activity in modern psychology]. Voprosy psikhologii – Voprosy psichologii, 1979, no. 3, pp. 11–15 (in Russian).

3. Rubinshteyn S. L. Osnovy obshchey psikhologii. Seriya “Mastera psikhologii” [Fundamentals of General Psychology. Series: Masters of Psychology]. Saint Petersburg, Piter Publ., 2002. 720 p. (in Russian).

4. Melnikov Yu. B. Elementarnaya matematika: uchebnoye posobiye (elektronnyy resurs) [Elementary mathematics: textbook (electronic resource)]. Ekaterinburg, USUE Publ., 2014 (in Russian). URL: http://lib.usue.ru/resource/free/14/MelnikovAlgebra5/index.html (accessed: 17 March 2017).

5. Melnikov Yu. B. Algebra i teoriya chisel: uchebnoye posobiye (elektronnyy resurs) [Algebra and number theory: textbook (electronic resource)]. Ekaterinburg, USUE Publ., 2014 (in Russian). URL: http://lib.usue.ru/resource/free/12/MelnikovAlgebra4/index.html (accessed: 17 March 2017).

6. Melnikov Yu. B., Potorochina K. S. Algebraicheskiy podhkhod k matematicheskomu modelirovaniyu i obucheniyu matematicheskoy i “predmatematicheskoy” deyatel’nosti [Algebraic approach to the mathematical modeling and learning of the mathematical and «pre-mathematical» activity]. Yaroslavskiy pedagogicheskiy vestnik. Seriya “Fiziko-matematicheskiye i estestvennye nauki” – Yaroslavl Pedagogical Bulletin. Natural Sciences, 2010, no. 3, pp. 19–24 (in Russian).

7. Melnikov Yu. B., Khripunov I. V., Chopovda V. S. Algebraicheskiy podkhod k strategiyam proektnoy deyatel’nosti [Algebraic approach to the strategies of the project activity]. Izvestiya Ural’skogo gosudarstvennogo ekonomicheskogo universiteta – Journal of the Ural State University of Economics, 2014, no. 2 (52). pp. 115–123 (in Russian).

8. Melnikov Yu. B., Evdokimova D. A., Dergachev E. A., Uspenskiy D. A., Ogorodov M. S. Strategii postroeniya modeli [Modeling strategies]. Upravlenets – The Manager, 2014, no. 3 (49). pp. 52–56 (in Russian).

9. Khamov G. G., Timofeeva L. N. Ob osobennostyakh kontrolya teoreticheskoy sostavlyayushchey matematicheskoy podgotovki studentov fakul’teta fiziki [On the specifics of control of the theoretical component of mathematical training of students of the Physical Department]. Materialy XIII Mezhdunarodnoy konferentsii ”Fizika v sisteme sovremennogo obrazovaniya (FSSO-2015)” [Materials of the 13th International Conference «Physics in the Modern Education System»]. Saint Petersburg, Fora-print Publ., 2015. V. 2. pp. 355-357 (in Russian). URL: http://psme.herzen.spb.ru/psme_2015_volume_2.pdf (accessed: 17 March 2017).

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Issue: 8, 2017

Series of issue: Issue 8

Rubric: GENERAL AND VOCATIONAL EDUCATION

Pages: 108 — 113

Downloads: 527

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