SPECIFICS OF DEVELOPING UNIVERSAL LEARNING ACTIONS IN TEACHING MATHEMATICS IN A SECONDARY SCHOOL
Perevoshchikova Elena Nickolaevna
The article is devoted to the topical issues of developing universal learning actions (skills) in teaching mathematics in secondary school. It considers the problems related to the implementation of systematic personality-focused approach in developing learning, regulating and personal learning actions in the process of mastering subject skills. Methodological and technological aspects of developing and evaluating such skills are explored. The features of designing the process of developing learning actions in teaching mathematics are described in the process of studying the content, methods and technology of schooling. It is demonstrated that success in teaching mathematics is determined by the degree of mastering knowledge about knowledge by learners. The fundamental teaching method is that of making a didactic model which sets the key provisions determining structural components of the system of new knowledge. We have also considered the techniques of involving learners in learning activity, in the course of which we form universal actions such as defining the conceptions and learning tasks, distinguishing problem types in different topics and their specification. It is proved that in the process of fulfilling the learning task, for example problem type distinguishing, it is useful to exercise group work or work in pairs. To involve learners in activity of summarizing the outputs of the lesson we suggest using a diagnostic activity.
Keywords: universal learning actions and subject skills; structure of knowledge; instructions system; appropriate structure of learning activity; diagnostic tasks; reflection an d evaluation.
For citation: Perevoshchikova E. N. Specifika formirovanija universal’nyh uchebnyh dejstvij pri obuchenii matematike v osnovnoj shkole [Specifics of developing universal learning actions in teaching mathematics in a secondary school]. Integracija obrazovanija = Integration of Education. 2015, vol. 19, no. 2, pp. 81-91. DOI: 10.15507/Inted.079.019.201502.081