Developing the cognitive activity of pupils in mathematics classes in primary school: the work experience of the primary education laboratory of Borys Grinchenko Kyiv university

Сіранчук, Наталія Миколаївна and Прошкуратова, Тамара Сергіївна (2023) Developing the cognitive activity of pupils in mathematics classes in primary school: the work experience of the primary education laboratory of Borys Grinchenko Kyiv university Вісник Глухівського національного педагогічного університету імені Олександра Довженка (53). pp. 190-199. ISSN 2410-0897

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Abstract

Introduction. The article highlights the positive practices of the laboratory of primary education at Borys Grinchenko Kyiv University. The author's method of work on developing the cognitive activity of pupils in classes of mathematics in elementary school was disclosed. It is established that great potential for developing of mental activity of pupils, developing their thinking lies in studying tables of multiplication and division, solving problems. Recent studies review. It is known that the main direction in improving the efficiency of education is developing the cognitive activity of the applicants for this education and especially its highest form – thinking, teaching their independence, forming skills to independently acquire knowledge. This direction of teaching methods is depicted in the works of A. Belyakovs’ka , M. Bohdanovych I. Zaychenko, L. Koval ., S. Skvortsova. etc. Purpose. To outline the positive practices of mathematical didactics of the primary education laboratory of Borys Grinchenko Kyiv University. To reveal the author's method of work to activate the cognitive activity of students in mathematics classes in elementary school. Results. Theoretically and practically justified the use of elements of relation theory in mathematics classes in elementary school was justified. It was determined that in forming the mathematical concepts of primary school relations play a significant role, because the study of mathematics at least boils down to the study of relations. This was evidenced by the fact that each of three main types of mathematical structures (algebraic, topological and order structures) was determined by the corresponding types of relations. The existence of relations called the «law of composition» was indicated, which uniquely define the third element as a function of the first ones. It was determined that in elementary school they use binary relations, that is, relations between two objects. Methodical techniques were developed that allow the use of unary relations, that is, properties of objects, objects of some set, as well as ternary relations, that is, relations between three elements of one set and others. Analysis of the given fragments of lessons makes it clear that students should not be given knowledge in a ready-made form. By asking questions, giving cognitive tasks, teachers encourage them to actively participate in learning. There is a joint collective search for truth, in which both students and teachers participate together. All this develops the process of cognitive activity of students, especially its highest form - mental, promotes the development of pupils' independent thinking, which is the most important goal of learning. In addition, the high level of mental activity of students in the learning process has a positive impact on their quality. This was evidenced by our testing at different stages of the lesson in the study of different programme topics. Knowledge, in which students were directly involved, much deeper and stronger, becomes the basis for students to develop their own views on things, that is, acquire the status of belief, form the basis of the scientific outlook. It is impossible to acquire one's own views and beliefs by memorizing these or other provisions, even if they are correct. They are produced as a result of serious, hard, huge labour, as a result of critical thinking over the acquired knowledge. In addition, independent cognition – «discovery» – gives a person joy, pleasure from their own competence, from awareness of their capabilities, motivates to mastering new knowledge. And this takes place in the context of the rapid development of scientific information, the problem is not only didactic, but also social. The skills of independent thinking, formed in school, in the classroom, the ability to independently acquire knowledge become the basis on which later in life the self-education, the ability to independently think critically will procede. Conclusion. Pupils should be encouraged to become more involved in self-learning activities by stimulating their opinions and directing them to deep understanding. Therefore, when preparing for the lesson, the teacher should each time determine precisely the range of knowledge that students can master independently under his guidance, and that should be given to them in ready form for conscious learning.

Item Type:	Article
Uncontrolled Keywords:	cognitive activity; mathematics classes; multiplication tables; problem solving; relation theory; binary relations; unary relations; ternary relations
Subjects:	Це архівна тематика Київського університету імені Бориса Грінченка > Статті у наукометричних базах > Index Copernicus Це архівна тематика Київського університету імені Бориса Грінченка > Статті у журналах > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Це архівні підрозділи Київського університету імені Бориса Грінченка > Факультет педагогічної освіти > Кафедра початкової освіти
Depositing User:	Олена Іванівна Агоста
Date Deposited:	03 Apr 2024 07:47
Last Modified:	23 Oct 2024 08:09
URI:	https://elibrary.kubg.edu.ua/id/eprint/48314

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