Abstract
This paper is on the basic features of integration of knowledge in mathematics teaching and contribution of this process to development of mathematical thinking of students. The standpoint presented here is that it is of great importance for students in mathematics able, with help of appropriate teaching content, to adopt a system of interconnected and conditioned mathematical knowledge and concepts. The knowledge system students can form in the teaching of mathematics, under certain conditions, if the selection of teaching contents allow its formation in the learning process represents more stable and logically consistent system of knowledge in comparison to any other area of learning in the classroom. The basis of the connectivity of knowledge in mathematics, according to the basic assumptions of the theory of developmental teaching, is the discovery of the subject of starting basic mathematical concepts in mathematics teaching, such as the relations among size, number, number system, set and others. Practicing different cognitive activities of acquiring mathematical concepts and interconnecting knowledge in mathematics teaching contribute to the development of mathematical thinking in students.
Highlights
Based on the above reasons, it can be concluded that the system of mathematical concepts, laws, rules, axioms, theorems, mathematical operations, mathematical formulas, equations, mathematical procedures and other relevant forms of mathematical knowledge, is undoubtedly a role model, an ideal system of knowledge in science
Starting from the importance of mathematics education of every individual, within didactics and methodology of mathematics, it is increasingly pointed at the necessity of setting up a stable foundation in mathematics education, even in lower grades of elementary school, which would serve as a basis for successful mastery of mathematical content in higher grades of elementary school, in secondary school and beyond
Under certain conditions related to the nature of mathematical knowledge and concepts within the content of the course, it is possible to achieve a two-way influence in the process of learning
Summary
Based on the above reasons, it can be concluded that the system of mathematical concepts, laws, rules, axioms, theorems, mathematical operations, mathematical formulas, equations, mathematical procedures and other relevant forms of mathematical knowledge, is undoubtedly a role model, an ideal system of knowledge in science. Such a paradigmatic model of knowledge system is more complex in comparison to any other scientific discipline, by the process, organization and reorganization of the fund of knowledge and different theoretical systems and sub-systems of knowledge. Mathematical science and its system, in this sense, is the real core, the foundation of all processes related to the formation of a specific system of knowledge that takes place in particular scientific fields and disciplines
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