Перегляд за Автор "Boykina D. V."

Зараз показуємо 1 - 2 з 2
  • Документ
    Geomery Problems with an Implicitly Defined Structure – a Means for Developing Intellectual Skills in Learners
    (Гельветика, 2024) Boykina D. V.; Бойкіна Д. В.
    The article is devoted to planimetric problems related to the midcenter of a triangle and the circle inscribed in it. The significant issue in these problems is, that more specific, additional reasoning is needed to determine their structure, because it is not explicitly define. On one problem, called „basic”, a detailed methodological development is made, having two goals. The first objective is to outline their „educational“ solutions comprehensively, intended to the purposeful preparation of students who will take the matriculation exam in mathematics or candidate student exam, that is why this problem has a criterion character. The other goal is to demonstrate a methodical technology for creating a series of new problems that derive from this basic problem. Different ideas for creating systems of problems are considered, and the corresponding formulations are presented.
  • Документ
    The Game in Mathematics Education
    (2023) Boykina D. V.; Бойкіна Д. В.
    The problem of motivating students is of significant importance in nowadays educational process. Teachers must search new, modern and effective methods, techniques and approaches in teaching to activate students' thinking. The article suggests some ideas for using games in the mathematics lessons as a means to motivate the learning activity of students. The change of focus from teaching to active learning changes the role of the teacher as well. From an instructor who just gives knowledge and information the teacher becomes into a mediator of the information flow in the conditions of the changed interactions in the classroom, into a facilitator who organizes activities that will allow the acquired knowledge to be put into practice more concretely. One of the means to achieve the pedagogical purposes of learning is mastering the game. The value of didactic games is in the fact that students independently acquire new knowledge to a large extent and actively help each other. With this active help, they establish contact with each other and can give an assessment and self-assessment of the work they have done. Another positive thing in using didactic games in the classroom is that children who usually find it difficult to communicate with others, who find it difficult to cope in traditional situations, can be included in the game. Performing such lessons leads to develop skills for purposeful attention, concentration, independent thinking, curiosity, develops imagination, increases students' self-confidence, their motivation, develops habits for group and team work, improves students' attitude to mathematics and its study. The use of strategic mathematical games creates an opportunity to develop students' argumentation and logical skills during the analysis of the game strategy and search for a winning strategy. The skillful use of appropriate didactic games leads to the successful realization of the ideas for inclusive education. Our pedagogical experience shows that students like learning through games and are motivated to participate actively in classes in which game elements are integrated. It is also noticed that in the lessons with games the speech-communicative skills of the students are developed, their skills to argue, skills of attention, concentration, independent thinking, curiosity are built, imagination and logical thinking are developed, students' selfconfidence increases and skills for group and team work are formed. And as we well know, some of these skills are key competencies that are aimed to be develop in education. Skillful organization and performance of effective game activities leads to increased interest and motivation of students, and is one of the most successful ways to achieve the goals of learning not only in mathematics.