The organization of knowledge control during differentiated education at mathematics lessons

Abstract

The article is devoted to the organization of knowledge control during differentiated education at mathematics lessons in general secondary school classes with the average number of thirty pupils in class. The article contains several steps for the improvement of knowledge control methods which are designed to help the teachers to increase the objectiveness of their own assessments and judgments as well as to help the pupils to obtain the skill of making conscious decisions and to learn to obtain self-evaluation and self-refection. These methods are aimed at the improvement of the level of the studied material as well as the quality of its acquisition. It is mentioned that the appropriate choice of the methods may improve the situation concerning the knowledge acquisition under the circumstances of general secondary school where a teacher is not able to refuse the traditional methods of education and to shift to a completely new experimental practice. However, under the mentioned circumstances there is a possibility to make changes in the teaching process in order to improve it. The article offers the version of an individual approach which implies the usage of an «intermediate» variant based on the division of the class on groups according to the pupils’ ability to acquire new material. The article contains the key stages of the realization of the practice in question such as everyday control, oral questioning, pedagogical control, tests etc. The description of the practice is based on the practical experience of the implementation of such a personally-based approach under the conditions of the class-lesson’s system applied in the secondary school. The organization of knowledge control in practice showed its success.