Abstract
The article provides a theoretical analysis of psychological and pedagogical and educational literature on the study of basic concepts of algebra and the beginnings of analysis. It is established that the issue of development of mathematical abilities of high school students in the process of forming the basic concepts of algebra and the beginnings of analysis remains insufficiently studied. The purpose of this study is to clarify the content and structural components of the methodology of development of mathematical abilities of high school students in the process of forming the basic concepts of algebra and the beginnings of analysis. To achieve the goal, the following research methods were used: theoretical analysis (psychological-pedagogical and educational-methodical literature); structural-system analysis (concepts of algebra and the beginnings of analysis); theoretical modeling (in the process of developing a theoretical-probabilistic methodological model of learning), content-theoretical generalization and design (in formulating conclusions and outlining the content of further research). According to the results of the research it is determined that the basic (system-forming) concept of algebra and the beginnings of analysis is the concept of “mathematical model”. The developed theoretical-probabilistic methodical model of development of mathematical abilities of senior pupils in the course of formation of concepts of algebra and the beginnings of the analysis represents a cycle of developmental training in which development of individual psychological qualities of the senior pupil's personality is reached in activity of cooperation with the teacher and peers. The defined stages of learning algebra and the principles of analysis involve the establishment of zones of actual mathematical development, the creation of zones of immediate mathematical development, the transformation of these zones (internalization process), long-term planning of zones of immediate mathematical development, and the matrix of matching zones of immediate mathematical development. This model embodies a task-based approach to the organization of the learning process, provides self-analysis, self-control, self-correction and self-assessment of both the process and the results of educational and mathematical activities. The essential characteristic of the presented model is the probabilistically (randomly) deterministic structural components that are determined at the first stage of its implementation and determine the content and specificity of the subsequent stages. Key words: the concept of algebra and the beginnings of analysis, the development of mathematical abilities of high school students, areas of current mathematical development, areas of immediate mathematical development, mathematical model.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
