Increasing Learner's Level of Motivation in Mathematics Education Through the Use of Uncompleted Situations

Abstract

One of the important methods of creating positive motivation for students throughout the educational is the application of a methodology called uncompleted” situations. Usage of this technique have roots in human psychological behavior, according to Zeigarnik’s effect, human remembers actions much better if they are incomplete, i.e. they were not resolved in a natural logical way. Such situations are recalled by our memory in similar circumstances. This research work highlights and gives complete mathematical examples of typology of incomplete assigned tasks, which have different motivational potential. This paper places emphasis on the question pertaining to the moment of interruption during the execution of a define task. In common cases, this problem is solved by the teacher during the of searching for a solution to the given task, or in of proving a theorem. During the discussion about possible solutions the teacher tracks the thought process of his students, which directly react on formed situations and at the same time simultaneously open up to the subjective substance of it dynamically perception and conceptualization. In the past it was revealed that there are definitive differences in the effect of uncompleted” situations appearance amongst children, and it was established that effects are varied based on individual abilities and age.