scholarly journals IMPROVING MATHEMATICAL COMPETENCE IN PRIMARY SCHOOL TO ENABLE SKILL TRANSFERS IN NEW SITUATIONS

2017 ◽  
Vol 2 ◽  
pp. 208
Author(s):  
Anita Sondore ◽  
Elfrīda Krastiņa ◽  
Elga Drelinga ◽  
Pēteris Daugulis
Keyword(s):  
Primary School ◽  
Creative Thinking ◽  
Positive Emotions ◽  
Skill Transfer ◽  
International Studies ◽  
Mathematical Competence ◽  
Study Process ◽  
High Level ◽  
Primary School Pupils ◽  
Nonstandard Problems

Mathematical competence is one of the basic competences defined in the EU. Results of international studies in recent years show that the percentage of pupils in Latvia with high level (5.,6.) of mathematical competence has decreased from 8% (PISA, 2012) to 5,2% (PISA, 2015). Observations of mathematical lessons show that individualization of studies is not a popular everyday feature, nonstandard problems are rarely used in the work with primary school pupils. Sustainable education can not be envisioned without creative thinking necessary for solving various nonstandard problems. Mathematical competitions also require creative applications of knowledge. The goal of this study was to analyze problems of Latvian mathematical contests for grades 4-6 of the last 3 years according to categories of mathematical content. The most important cognitive and metacognitive strategies necessary for their solution are shown. It is important to turn attention of teachers to much wider inclusion of contest problems into study process of primary school. It will enable to individualize studies and stimulate skill transfer to new situations for gifted pupils. The authors encourage teachers to use nonstandard (contest) problems as an indivisualization tool which will give opportunity for pupils to master knowledge and skill transfer. It will provide regular training of mind and positive emotions for pupils who are bored with solving standard problems.

scholarly journals FORMATION OF BILINGUAL MATHEMATICAL COMPETENCE IN PRIMARY SCHOOL PUPILS IN THE CONDITIONS OF NATIONAL RUSSIAN BILINGUALISM

2020 ◽  
pp. 27-38
Author(s):  
Наталья Ивановна Спиридонова
Keyword(s):  
Primary School ◽  
Bilingual Education ◽  
Language Proficiency ◽  
Mathematical Tasks ◽  
Mathematical Activity ◽  
Mathematical Competence ◽  
The Subject ◽  
High Level ◽  
Primary School Pupils ◽  
Special Language

Введение. В процессе билингвального обучения школьники должны не только качественно усвоить содержание учебного предмета, но также преодолеть языковые затруднения. Учитывая взаимосвязь между речевой и математической деятельностью, раскрываются сущность и структура билингвальной математической компетенции, сформированность которой позволяет обучающимся-билингвам успешно усваивать программу основной школы в условиях национально-русского двуязычия. Также предложены некоторые пути формирования билингвальной математической компетенции, сосредоточенные на развитии культуры математической речи, а также обучении школьников применению поликультурных знаний. Цель – описать методику формирования билингвальной математической компетенции у обучающихся основной школы в условиях национально-русского двуязычия. Материал и методы. Были использованы теоретические методы сравнительного анализа, синтеза и обобщения содержания отечественной и зарубежной научно-методической литературы по теме исследования. Результаты и обсуждение. В ходе работы проанализированы исследования, которые указывают на тесную взаимосвязь между языком обучения и предметным математическим содержанием. Было установлено, что в условиях билингвального образования необходимо учитывать родной язык обучающихся. Кроме того, выявлено, что уровень владения родным и русским языками влияет на математические достижения обучающихся-билингвов. Данный анализ показал, что результатом билингвального обучения должен стать синтез определенных компетенций, обеспечивающий высокий уровень владения языком и глубокое освоение предметного содержания. Заключение. В ходе исследования уточнено понятие «билингвальная математическая компетенция», синтезирующее в себе предметный, специальные языковые (на родном и русском языках) и межкультурный компоненты. Была представлена система математических задач, которая направлена на развитие математической речи обучающихся, что обеспечивает формирование предметного и специальных языковых компонентов, а также уточнены понятия, которые должны быть заключены в сюжете текстовых математических задач для формирования межкультурного компонента билингвальной математической компетенции. Результаты данного исследования в дальнейшем послужат основой для проведения экспериментального исследования по проверке эффективности предложенных средств обучения, которые разработаны для формирования билингвальной математической компетенции. Introduction. In the process of bilingual education, pupils must not only master the content of the subject, but also overcome language difficulties. Taking into account the relationship between speech and mathematical activity, this article reveals the essence and structure of bilingual mathematical competence, the formation of which allows bilingual pupils to successfully learn the program of main school in the conditions of national Russian bilingualism. Some ways of forming bilingual mathematical competence focused on the development of the culture of mathematical speech, as well as teaching students to apply multicultural knowledge are also proposed. The aim of the article is to describe the methodology for the formation of bilingual mathematical competence in primary school pupils in the conditions of national Russian bilingualism. Material and methods. In this study, we used theoretical methods of comparative analysis, synthesis and generalization of the content of domestic and foreign scientific, pedagogical and methodological literature on the problem of research. Results and discussion. In the course of the work, we analyzed the research that indicates a close relationship between the language of instruction and the subject mathematical content. It was found that in the conditions of bilingual education, it is necessary to take into account students’ native language. In addition, it was found that the level of native and the Russian languages proficiency affects the mathematical achievements of bilingual pupils. This analysis led to the conclusion that the result of bilingual education should be a synthesis of certain competencies that provide a high level of language proficiency and deep development of the subject content. Conclusion. As a result of the research, the concept of bilingual mathematical competence is clarified, which synthesizes the subject, special language (in native and the Russian languages) and intercultural components. The system of mathematical tasks was presented, which is aimed at the development of mathematical speech of pupils, which ensures the formation of subject and special language components, and also clarified the concepts that should be included in the plot of text-based mathematical tasks for the formation of an intercultural component of bilingual mathematical competence. The results of this research will later serve as the basis for conducting an experimental study to test the effectiveness of the proposed training tools, which are designed to form a bilingual mathematical competence.

scholarly journals Linkage between interests and verbal fluency of primary school pupils

Psihologija ◽  
2008 ◽  
Vol 41 (3) ◽  
pp. 311-325 ◽  
Author(s):  
Slavica Maksic ◽  
Lazar Tenjovic
Keyword(s):  
Primary School ◽  
Verbal Fluency ◽  
Creative Thinking ◽  
Basic Characteristic ◽  
School Achievement ◽  
Scientific Interest ◽  
Theoretical Assumptions ◽  
The Subject ◽  
Primary School Pupils

The incentive for studying the linkage between interests and creativity is based on the results of biographical studies that indicate that highly creative individuals had wider and more intensive interests than their peers already in the period of childhood. In the process of defining interests, the child tests his/her capacities and discovers the domain in which he/she will later provide creative contributions. The subject of this paper is the linkage between interests of primary school pupils and their verbal fluency, as basic characteristic of creative thinking. It was determined that the wideness of the span of interests is positively correlated with verbal fluency, whereby the correlation between interests and verbal fluency is somewhat higher for boys (r= 0.33, p = .007) than for girls (r = 0.24, p = .030). Also, the intensity of scientific interest of boys and girls is significantly correlated with their verbal fluency (for boys: = 0.39; for girls: r=0.35). But, when school achievement is statistically controlled, the correlation between the intensity of scientific interests and verbal fluency remains significant for boys, while it disappears for girls. It was concluded that the results confirmed the theoretical assumptions about the importance of interest in creativity and pointed out to the need for paying attention to the effect of gender. Besides the span and intensity of interests, the domain in which interests are manifested and creativity is measured is also important for the linkage with creativity.

CONSTRUCTION OF NEGATIONS IN THE CONTEXT OF CRITICAL THINKING FOR PRIMARY SCHOOL

2018 ◽  
Vol 2 ◽  
pp. 454-463
Author(s):  
Anita Sondore ◽  
Elfrīda Krastiņa ◽  
Pēteris Daugulis ◽  
Elga Drelinga
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Correct Usage ◽  
Study Results ◽  
Study Programs ◽  
Study Process ◽  
Primary School Pupils ◽  
Different Levels

In the modern study process it is important to teach pupils critical thinking and involvement in decision making. Formulation of negations and construction of counterexamples is one of the ingredients of critical thinking which are stressed in the new project of the mathematical standard for primary school „Skola 2030” in Latvia. The goal of this study is to analyze experience and skills of primary school pupils and students of teacher study programs, which are related to the ability to formulate negations and counterexamples. A qualitative and quantitative analysis of questionaire answers given by pupils and future teachers is performed in this study. Results of this study show that pupils make mistakes constructing negations and counterexamples. Teachers also have problems constructing correct assertions. These observations should stimulate universities to pay attention to teacher preparation in this sense. Teachers should teach correct usage of the negation operation at different levels of difficulty and correct construction of counterexamples.

scholarly journals Fairy-tale therapy as a way to combat phobias

2020 ◽  
pp. 169-172
Author(s):  
T. S. Gordon
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Creative Thinking ◽  
Low Frequency ◽  
Conflict Situations ◽  
Fear And Anxiety ◽  
Primary School Pupils ◽  
Primary School Age ◽  
Therapeutic Activities

The article considers the fairy-tale therapy as one of the most effective methods to combat phobias and anxiety in primary school age. The author analyses the main aspects of the fairy-tale work, studies its forms, provides examples of creative thinking of primary school pupils, helping to overcome fear and anxiety. Connecting the mind and imagination of a younger schoolboy, the fairy tale helps him find ways and ways to get rid of phobias, aggression and anxiety. The article considers the fairy tale as a tool that presents algorithms for solving specific problems or conflict situations, the consequences of circumstances with a concentrated component of low-frequency emotions, as well as a way to give strength to further fight against fears or even annihilating them. The paper also reviews four types of fairy tales used in therapeutic activities with younger pupils, which have a different mechanism of psychological influence.

scholarly journals Emotions of Primary School Pupils in Mathematics Lessons

2016 ◽  
Vol 8 (1) ◽  
pp. 22-29
Author(s):  
Ineta Helmane
Keyword(s):  
Primary School ◽  
Empirical Research ◽  
Empirical Data ◽  
Positive Emotions ◽  
Teaching Mathematics ◽  
Structured Interviews ◽  
Learning Mathematics ◽  
Teaching Learning ◽  
Primary School Pupils ◽  
Negative Factors

Abstract The article describes and analyses theoretical and empirical materials about the pupils’ emotions in the process of teaching/learning mathematics in a primary school. The aim of the article is to investigate the experienced emotions by pupils when learning mathematics in a primary school and highlight the factors arousing emotions in learning mathematics in primary school. The article analyses the data obtained in empirical research on the emotions experienced by pupils during mathematics lessons in primary school. In questionnaires and semi-structured interviews, pupils reveal what gave them positive emotions in mathematics lessons, as well as what made them experience negative emotions. Based on the analysis of empirical data, we highlighted the factors of learning mathematics in primary school that caused positive emotions; however, the failure to comply with these factors caused negative factors in pupils. As a result of the research, it is possible to select the factors facilitating positive emotions while teaching mathematics in primary school.

scholarly journals STRESSORS OF THE STUDY PROCESS, THEIR EMPIRICAL RESEARCH AT RĒZEKNE ACADEMY OF TECHNOLOGIES

2021 ◽  
Vol 7 ◽  
pp. 134-145
Author(s):  
Eriks Kalvans
Keyword(s):  
Empirical Research ◽  
Scientific Literature ◽  
Well Being ◽  
Stress Factors ◽  
Scientific Article ◽  
International Studies ◽  
Student Stress ◽  
Mental Problems ◽  
Study Process ◽  
High Level

This scientific article presents a theoretical review of stress factors of young students and the results of empirical research of these factors at the Rezekne Academy of Technologies. The need for such research is justified by International studies (n=540 000), in which was found that the study process causes high level of stress in 37% of students. The results of other studies in different countries also show that the prevalence and severity of mental problems among students is increasing. Overall, these studies indicate that students are increasingly experiencing symptoms of increased anxiety and stress, as well as depression. Thus, increase in student stress levels and related deterioration of students' psychological well-being is a major challenge in today's higher education institutions. Taking into account the mentioned findings, the aim of this article is to identify the most common stress factors in the study process at the Rezekne Academy of Technologies. The analysis of scientific literature and empirical results were used as basic methods in the development of the article. 

scholarly journals Children's Tourism as a Means of Improving the Motor Activity of Primary School Pupils in Rural Schools

2017 ◽  
pp. 72-76 ◽  
Author(s):  
Vladyslav Ruban
Keyword(s):  
Motor Activity ◽  
Primary School ◽  
Rural Schools ◽  
Physical Culture ◽  
Functional Reserves ◽  
High Level ◽  
Primary School Pupils ◽  
Primary School Age ◽  
Negative Factors ◽  
Working Out

The article contains data on the optimization of the motor activity of pupils of 7–10 years of rural schools by means of tourism. Positive and negative factors that influence the organization of extracurricular work in physical education with children of primary school age in the conditions of rural school are determined. Analysis of their own experimental data made it possible to determine that the volume of motor activity of a high level of rural schoolchildren is unsatisfactory, which does not allow raising the functional reserves of the organism to the proper degree. At the same time, studying the motives and needs of rural schoolchildren for physical activities, it was found that tourism is one of the most popular species. The received results became a basis for working out the program of after–hours physical culture and recreation classes «Young tourists», the content of which is presented in the article.

scholarly journals The Crossroad of Technology: Does IBW Develops The Creativity Of Elementary School Students?

Pedagogika ◽  
2013 ◽  
Vol 112 (4) ◽  
pp. 88-100
Author(s):  
Palmira Pečiuliauskienė ◽  
Agnė Saylik
Keyword(s):  
Creative Writing ◽  
Primary School ◽  
Creative Thinking ◽  
Writing Skills ◽  
Educational Practice ◽  
Interactive Whiteboard ◽  
Educational Effectiveness ◽  
School Students ◽  
Primary School Pupils ◽  
Positive Effect

The article discusses the possibilities of the development of creative writing skills of primary school pupils while using interactive whiteboard. Creative writing skills are described with respect to the features of creative thinking: anticipation of the title of narrative corresponding to the essence of the story (originality); disclosure of the topic of narrative according to the number of statements described (elaboration); logic and sequence of narrative (flexibility); structure of narrative and anticipation of its main parts (fluency). The problem of the research is to determine how application of interactive whiteboard in educational practice effects creative writing skills of primary school pupils. The object of the research is the development of creative writing skills of primary school pupils while using interactive whiteboard. The research aims at evaluating the influence of the use of interactive whiteboard as an additional learning tool to the improvement of creative writing skills of primary school pupils. The study conducted by authors during Lithuanian language lessons in primary grades showed that interactive whiteboard can have a positive effect on pupils’ creative writing skills if it is used as addition rather than an alternative tool. This was ensured by authors’ chosen methods of teaching narrative writing: interactive whiteboard was used as a traditional board during the first three lessons while the forth lesson was dedicated to interactive teaching with the full use of interactive whiteboard and its possibilities. Results show that educational effectiveness of interactive whiteboard to pupils’ creative writing skills depends on the appropriate use of its complex components in educational practice.

Students and Teachers Implicit and Explicit Theories of Creativity

2019 ◽  
Vol 6 (2) ◽  
pp. 223-249
Author(s):  
Janina Uszyńska-Jarmoc ◽  
Beata Kunat
Keyword(s):  
Primary School ◽  
Creative Thinking ◽  
Cultural Knowledge ◽  
School Students ◽  
Primary School Teachers ◽  
Internal Resources ◽  
Written Descriptions ◽  
Primary School Pupils ◽  
Implicit And Explicit ◽  
Personal Understanding

AbstractThe current research aims to analyse ways of conceptualising the term creativity with the help of drawings, as a form of cognitive rendering by primary school students, pedagogy students and primary school teachers. The research seeks to find answers to three questions: What common notions of creativity are held by both primary school pupils and teachers and pedagogy students? Are there any differences in the understanding of this term among these groups of people? How far is the implicit, personal understanding of creativity in line with the scientific notion of this term? The visual ethnography method was applied in the study. Qualitative visual data (177 drawings of pupils, students and teachers) were used as the main source of data for analysis in addition to verbal data (written descriptions by the participants). Empirical data were analysed from the perspective of both an elitist and egalitarian approach to creativity, and using various ways to define creativity, as well as selected understandings of the term. Analysis of the qualitative data, demonstrated that pupils, students and teachers are able to treat creativity holistically and systematically, although they tend to associate creativity with the person who is the creator or with a broadly understood product, rather than the process or external circumstances that support creative activity. The research suggests that pupils’ definitions of creativity focus around four aspects of meaning: 1) creativity as self-expression; 2) creating new things; 3) ability to utilise the internal resources of imagination and creative thinking outside the system; 4) participation in solving everyday problems. Furthermore, it is possible to say that the knowledge of teachers in this matter is more consistent (cultural knowledge) and that of students is more personal (atypical, original, referring to a larger number of different problems and themes).

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