scholarly journals REFLECTIVE ABILITIES OF STUDENTS: WAYS AND MEANS OF DEVELOPMENT WHILE STUDYING GEOMETRY

2020 ◽  
Vol 3 ◽  
pp. 493
Author(s):  
Natalia Podkhodova ◽  
Helen Fefilova ◽  
Natalia Mikusheva
Keyword(s):  
Teaching Mathematics ◽  
Psychological Condition ◽  
Pearson Criterion ◽  
Teaching Geometry ◽  
Level Of Thinking ◽  
High Level ◽  
Reflective Skills ◽  
Geometric Content ◽  
Development Of Students

A reflective ability as an ability to comprehend one’s experience, knowledge, evaluations is a psychological condition of thinking activity. But in researches, reflection is mainly considered as an indicator of a high level of thinking, creativity, the ability to analyze, types of reflection are not distinguished. For teaching mathematics, the development of intellectual reflection is especially important. In our study, the problem of the development of intellectual reflection is identified as an independent one. As a means of its development, we proposed geometric "many-valued" problems in which a situation of choice is organized. Three levels of development of reflective abilities in teaching geometry, in accordance with certain types of reflection are distinguished. The purpose of the study is to find out whether the level of development of students' reflection will change if "many-valued" problems are used in geometry. Is there a correlation of the manifestation of reflection on the geometric content and the content of another object? The experiment involved 375 students. The Pearson criterion was used in processing the results. The inclusion of "many-valued" problems in teaching geometry showed an increase in the level of formation of reflective skills of students and the transfer of these skills to another subject. 

scholarly journals Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

2018 ◽  
Vol 50 ◽  
pp. 01155
Author(s):  
Yuliya Savinova ◽  
Tatiana Akhmetzyanova ◽  
Svetlana Pozdnyakova ◽  
Ekaterina Dvorak ◽  
Zhanna Zarutskaya
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Foreign Language ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foreign Languages ◽  
Research Skills ◽  
High Level ◽  
Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

Methods Of Solving Various Types Of Problems From Algebra To Science

2021 ◽  
Vol 03 (05) ◽  
pp. 1-6
Author(s):  
Yusup Ganievich Mahmudov ◽  
◽  
Yunusjon Abdiravupovich Khakkulov ◽  
◽  
◽  
...  
Keyword(s):  
Creative Thinking ◽  
Interactive Methods ◽  
Educational Institutions ◽  
Teaching Mathematics ◽  
Professional Orientation ◽  
Quality Of Teaching ◽  
Foreign Countries ◽  
Development Of Students ◽  
Mathematics And Physics

The active use of interactive methods, including the widespread use of trends in improving the quality of teaching mathematics and physics in educational institutions of many foreign countries, which are recognized for the high quality of teaching, contributes to the development of students skills in solving and choosing problems in physics in the course of mathematics, the formation of their skills of creative thinking and professional orientation on the basis of interdisciplinary connections. Therefore, the article describes a methodology for choosing, constructing and solving various types of interdisciplinary algebra problems.

scholarly journals Analysis of Teacher’s Competence About Mathematics Materials for National Final Examination

2018 ◽  
Vol 1 (1) ◽  
pp. 20
Author(s):  
Syafriandi Syafriandi ◽  
Dina Fitria
Keyword(s):  
Junior High School ◽  
Time Management ◽  
Professional Competence ◽  
Lesson Plan ◽  
School Teacher ◽  
High School Teacher ◽  
Principal Component ◽  
Teaching Mathematics ◽  
Teaching Geometry ◽  
Statistics And Probability

Principal component in teaching mathematics for teacher is professional competence. It cover how the teacher understand the material of subject matter itself. Teaching Mathematics in Junior High School, teacher have to understand completely in Numbers, Algebra, Geometry and measurements, and also Statistics and probability. Based on the exam and discussion in workshop, known that math teacher in Pesisir Selatan having problems in teaching Geometry and measurement and also Statistics and probability. The problems are complexity of teaching materials, error in translating competence standard and basic competence into lesson plan, time management and student’s motivation in studying math. Solution that offered to the teacher are translating basic competence into learning process and trick how to teach Geometry and Statistics especially. Teaching geometry by explain all geometry object, i.e. plane and space simultaneously and compare each object directly. Teaching statistics and probability starting by counting process.

scholarly journals ТЕОРИЈE РАЗВОЈA ГЕОМЕТРИЈСКОГ МИШЉЕЊА ПРЕМА ВАН ХИЛУ, ФИШБАЈНУ И УДЕМОН-КУЗНИАКУ

TEME ◽  
2017 ◽  
pp. 623 ◽  
Author(s):  
Оливера Ђокић ◽  
Маријана Зељић
Keyword(s):  
Theoretical Analysis ◽  
Mathematics Curriculum ◽  
Theoretical Framework ◽  
Geometric Object ◽  
Geometric Reasoning ◽  
Theoretical Frameworks ◽  
Teaching Geometry ◽  
Content Domain ◽  
Geometric Objects ◽  
Development Of Students

This research is a pedagogical study of theoretical frameworks of development of students’ geometrical thinking in various forms, particularly students’ geometric reasoning in teaching geometry: 1) model of van Hieles’ levels of understanding of geometry, 2) theory of figural concepts of Fischbein and 3) paradigms of Houdement-Kuzniak development of geometrical thinking. The aim of our research was to analyze the three theoretical framework and explain the reasons for their choice and expose them in terms of finding opportunities to permeate and connect them into one complete theory. The study used a descriptive-analytical and analytical-critical method of theoretical analysis. The results show that from each of the three theoretical frameworks we can clearly notice and distinguish geometric objects, as the students do not see them. They see them blended and structured in a series of procedures, and for that very reason we can say that they are poorly linked. We also opened questions for further research of geometric object as an important element for content domain geometry within mathematics curriculum.

scholarly journals PELATIHAN PENGEMBANGAN SOAL GEOMETRI LEVEL HIGHER-ORDER THINKING SKILL (HOTS) BAGI GURU SEKOLAH DASAR DI KOTA KUPANG

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Damianus D. Samo ◽  
Siprianus Suban Garak
Keyword(s):  
Elementary School Teachers ◽  
Mathematical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Thinking Skill ◽  
Mathematics Problems ◽  
Level Of Thinking ◽  
Geometric Content ◽  
And Training

Kebiasaan berpikir matematis khususnya pada level higher-order thinking skill (HOTS) merupakan sarana penting untuk mengembangkan gagasan secara terbuka dan divergen. Namun hal ini menjadi kendala karena para guru belum memiliki pemahaman yang komprehensif tentang HOTS serta bentuk instrument soal level HOTS. Permasalahan ini harus segera diatasi dengan memberikan pemahaman yang utuh tentang HOTS dan melatih mereka menyusun soal matematika level HOTS khususnya pada konten geometri.dalam bentuk kegiatan Pelatihan Pengembangan Soal Geometri Level HOTS. Sasaran kegiatan ini adalah guru SD Kota Kupang sebanyak 29 orang yang berlangsung di SDI Bertingkat Kelapa Lima 2 Kota Kupang. Metode kegiatan ini yakni ceramah, tanya jawab, diskusi dan presentasi. Setelah diberi pelatihan, guru dibimbing untuk membuat soal-soal level HOTS pada konten geometri yang akan digunakan dalam kegiatan pembelajaran maupun tes di kelas. Hasil yang diperoleh adalah 1) guru memiliki pemahaman yang sama tentang HOTS. Hasil pretest dan posttest menunjukkan adanya perubahan konsepsi tentang HOTS yang didefinisikan sebagai level berpikir analisis, kritis dan kreatif, 2) mampu mengembangkan keterampilan berpikir guru dalam menyusun instrumen soal level HOTS. 3) menumbuhkan komitmen mutu guru terhadap pengembangan kemampuan berpikir matematis siswa.Kata-kata kunci; geometri, higher-order thinking skillMathematical thinking habit, especially at the higher-order thinking skill (HOTS) level, is an important tool for developing ideas openly and diverging. But this is an problem because teachers do not have a comprehensive understanding of HOTS and the HOTS level questions yet. This problem must be solved immediately by providing a complete understanding of HOTS and training them to compile HOTS mathematics problems especially on geometry through the training of  developing HOTS Level Geometry questions. The subjects of this training were 29 elementary school teachers which took place at SDI Bertingkat Kelapa Lima 2 Kota Kupang. The method of this activity is discourse, question and answer, discussion and presentation. After being given training, the teacher is guided to make HOTS level questions on geometric content that will be used in learning and test activities in the classroom. The results obtained are 1) the teacher has the same understanding of HOTS. The results of the pretest and posttest showed a change in conceptions about HOTS which was defined as the level of thinking analysis, critical and creative, 2) able to develop teacher thinking skills in preparing HOTS level question instruments. 3) growing the teacher's quality commitment to the development of students' mathematical thinking skills.Keywords; geometry, higher-order thinking skill  

Discussion as a mechanism for the development of students’ coherent oral Russian speech: theory and method

2021 ◽  
pp. 126-133
Author(s):  
Oksana O. Ayvazyan
Keyword(s):  
Speech Development ◽  
Practical Significance ◽  
Oral Speech ◽  
Teacher Students ◽  
Preliminary Preparation ◽  
Preparatory Stage ◽  
Pedagogical Research ◽  
High Level ◽  
Positive Effect ◽  
Development Of Students

The study is devoted to the consideration of the features of the development of coherent oral Russian speech of students in social reality. Many theoretical works are devoted to the study of the theoretical and methodological foundations of the development of coherent Russian speech, since correct, normalized speech allows you to effectively interact in all spheres of life. Without a high level of speech skills, it is impossible to argue and develop freely, speech should not be con-strained, which, in turn, will allow a more thorough approach to the substantive side of the process of speech activity. In order to identify the level of development of oral Russian speech and solve problems, we present an analysis of pedagogical research in the form of a control discussion on a given topic. We also describe the basics of the working methods at the preparatory stage of the discussion as one of the forms for the implementation of coherent oral Russian speech. The results of the study showed that without preliminary preparation for oral utterance under the strict guidance of a teacher, students make a significant number of errors and shortcomings, among which we can especially note: lexical, punctuation, intonation, and logical. Based on the results of the study, we state that the most important components of the process of oral Russian speech development are pre-training and the teacher’s word, which has a significant positive effect on the development and development of students’ coherent oral speech. The theoretical and practical significance of the presented study lies, first of all, in the fact that it has a scientific and cognitive value.

Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education

2011 ◽  
Vol 62 (5) ◽  
pp. 477-492 ◽  
Author(s):  
Diler Oner ◽  
Emine Adadan
Keyword(s):  
Preservice Teachers ◽  
Reflective Thinking ◽  
Preservice Teacher Education ◽  
Mixed Methods Study ◽  
Easy Access ◽  
Web Based ◽  
High Level ◽  
Reflective Skills ◽  
The Web

This mixed-methods study examined the use of web-based portfolios for developing preservice teachers’ reflective skills. Building on the work of previous research, the authors proposed a set of reflection-based tasks to enrich preservice teachers’ internship experiences. Their purpose was to identify (a) whether preservice teachers demonstrated evidence of reflective thinking throughout a semester and, if so, the types of reflective thinking indicators; (b) whether there was an increase in the number of high-level reflective indicators over time; and (c) the role of the web-based portfolio construction, as perceived by the participants, in developing reflective skills. The findings suggested that preservice teachers demonstrated high- and low-level reflective skills throughout a semester. There was a statistically significant improvement in the number of high-level reflective indicators in the second reflection task compared with the first. In addition, the web-based platform was perceived by participants as a medium that enabled easy access and the development of better portfolio artifacts.

Linking Theory and Practice in Teaching Geometry

2005 ◽  
Vol 99 (1) ◽  
pp. 27-30
Author(s):  
Randall E. Groth
Keyword(s):  
Theory And Practice ◽  
Teaching Mathematics ◽  
Teaching Geometry ◽  
Linking Theory And Practice ◽  
The Relationship

Regarding the relationship between theory and practice in teaching mathematics, Anna Sfard (2003) wrote,

Development of cognitive universal learning activities for students while solving tasks with a parameter

2017 ◽  
Vol 5 (5) ◽  
pp. 42-47
Author(s):  
Н. Журавлева ◽  
N. Zhuravleva ◽  
М. Шашкина ◽  
M. Shashkina
Keyword(s):  
Logical Reasoning ◽  
Learning Activities ◽  
Teaching Mathematics ◽  
Logical Thinking ◽  
Exploratory Learning ◽  
Mathematical Culture ◽  
High Level ◽  
Training Exercises ◽  
State Examination

The article highlights the problem of developing universal learning activities of students at Mathematics lessons. It is proposed to use the didactic potential of tasks with a parameter developing cognitive universal learning activities while studying mathematics. By solving tasks with a parameter, students need to be able to show quite advanced logical reasoning, to work accurately with the range of permissible values of the variable and the parameter, i.e. they should demonstrate high level of logical thinking and mathematical culture. Therefore, it can be argued that when using such tasks in the process of teaching mathematics, it is possible to form and develop logical, symbolic and exploratory learning activities (according to A.G. Asmolov). The authors present a set of training exercises for the development of cognitive universal learning activities on the basis of various tasks with a parameter used during the Unifi ed State Examination mass testing in 2017.

scholarly journals PROFIL BERPIKIR TINGKAT TINGGI SISWA SMK BERKEMAMPUAN SEDANG DENGAN PENDEKATAN OPEN-ENDED

2020 ◽  
Vol 3 (1) ◽  
pp. 23-27
Author(s):  
Retno Nur Aisyah
Keyword(s):  
Qualitative Research ◽  
Vocational Students ◽  
Level Of Thinking ◽  
High Level ◽  
High Level Thinking

In solving a problem, students will use a way to solve it but found students who have difficulty using this method and need other ways to solve it. This is because the level of thinking of each student is different and to solve a problem, students can use different methods, from which the researcher is inspired to use the open-ended approach to find out the profile of high-level thinking in moderate-ability vocational students. This research is a qualitative research that aims to determine the profile of high-level thinking of moderate-capable vocational students using the open-ended method. Dalam menyelesaikan suatu permasalahan, siswa akan menggunakan sebuah cara dalam penyelesaiannya namun  dijumpai  siswa yang kesulitan jika menggunakan cara tersebut dan membutuhkan cara lain agar bisa menyelesaikannya. Hal ini dikarenakan tingkat berfikir setiap siswa berbeda dan untuk memecahkan suatu permasalahan, siswa dapat menggunakan cara yang berbeda, dari hal tersebut peneliti terinspirasi untuk menggunakan metode pendekatan open-ended untuk mengetahui profil berpikir tingkat tinggi pada siswa SMK berkemampuan sedang. Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mengetahui profil berpikir tingkat tinggi siswa SMK berkemampuan sedang dengan menggunakan metode open-ended.  

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