Навчальні математичні здібності: сутність, типологічна ієрархізація, структурна організація, характеристики у співвіднесенні з психічними явищами
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті здійснений аналіз смислового поля поняття «здібності» на основі особистісно-діяльнісного та функціонально-генетичного підходів до вивчення здібностей. Схарактеризовані різні типи навчальних математичних здібностей та наведена їхня типологічна ієрархізація. Встановлено наявність різних підходів до визначення структури навчальних математичних здібностей та запропоновані характеристики навчальних математичних здібностей з урахуванням психічних явищ особистості, які розглянуто в контексті психічних процесів (мислення, пам’ять, уява, увага, мовлення, вольові процеси), психічних властивостей (здібності, схильності, здатності, прагнення), психічних утворень (знання, уміння, навики, звички), інтелектуальної інтуїції, а також з огляду на характеристику діяльності, яку здійснюють учні з навчальними математичними здібностями. Виокремленні характеристики дій у складі математичної діяльності, які виконують учні з навчальними математичними здібностями.
The article analyzes the semantic field of the concept of "ability" on the basis of the identification of personally-active and functionally-genetic approaches to the study of abilities. According to the first approach, the ability is considered by scientists as certain features of the person developing in the relevant activity, and treated as properties or qualities, through which a person is able to successfully perform certain activities that have developed in the process of socio-historical development. Representatives of the functionally-genetic approach highlight abilities in terms of functional systems, and the emergence of abilities - from the position of congenital formations. The above mentioned information finds expression in the interpretation of abilities as properties of functional systems that implement certain mental functions that have an individual measure of expression and are manifested in the success and quality of the peculiarity of mastering activity and in its implementation. Analysis of the content of interpretations shows that the concept of "ability" refers only to certain individual and psychological features of a person, manifested in the process of activity. The study of the content of psychological scientific sources has allowed to focus on general and special abilities. General abilities determine the range of human capabilities: his/her ability to master cultural assets, the implementation of the learning process, the implementation of various activities. As for the special abilities, these personal traits ensure the success of a certain type of activity (in our case, the activity being organized in the process of teaching mathematics). Also, the article refers to the components of special abilities as mathematical abilities, namely, the creative mathematical abilities that manifest themselves in the creation of an original product, which has a scientific and practical significance, and the educational mathematical abilities. Under the latter we understand the individual psychological peculiarities that determine the effective implementation of the student's educational and cognitive activity, aimed at successful mastery of mathematics as a subject of study (defined by L.Golodiuk). Different types of educational mathematical abilities are described: analytical type of mathematical abilities (significant predominance of development of verbal-logical thinking over visual-figurative); geometric type of mathematical abilities (significant predominance of the development of visual-figurative thinking over the verbal-logical); harmonic type of mathematical abilities (relative balance between well-developed verbal-logical and visual-figurative thinking for the leading role of the verbal-logical type of thinking). The generalization of the diverse and numerous reasons of the researchers of this phenomenon contributed to the ordering of the components of the structure of educational mathematical abilities, taking into account the psychic phenomena of personality, which we consider in the context of mental processes (thinking, memory, imagination, attention, speech, volitional processes), mental properties (abilities, inclination, ability, aspiration), mental entities (knowledge, abilities, skills, habits), intellectual intuition, and also in view of the characteristics of the activity which is carried out by students with educational mathematical abilities, with an emphasis on the personal characteristics of these students and on the description of dynamics in the expression of their educational mathematical abilities.
The article analyzes the semantic field of the concept of "ability" on the basis of the identification of personally-active and functionally-genetic approaches to the study of abilities. According to the first approach, the ability is considered by scientists as certain features of the person developing in the relevant activity, and treated as properties or qualities, through which a person is able to successfully perform certain activities that have developed in the process of socio-historical development. Representatives of the functionally-genetic approach highlight abilities in terms of functional systems, and the emergence of abilities - from the position of congenital formations. The above mentioned information finds expression in the interpretation of abilities as properties of functional systems that implement certain mental functions that have an individual measure of expression and are manifested in the success and quality of the peculiarity of mastering activity and in its implementation. Analysis of the content of interpretations shows that the concept of "ability" refers only to certain individual and psychological features of a person, manifested in the process of activity. The study of the content of psychological scientific sources has allowed to focus on general and special abilities. General abilities determine the range of human capabilities: his/her ability to master cultural assets, the implementation of the learning process, the implementation of various activities. As for the special abilities, these personal traits ensure the success of a certain type of activity (in our case, the activity being organized in the process of teaching mathematics). Also, the article refers to the components of special abilities as mathematical abilities, namely, the creative mathematical abilities that manifest themselves in the creation of an original product, which has a scientific and practical significance, and the educational mathematical abilities. Under the latter we understand the individual psychological peculiarities that determine the effective implementation of the student's educational and cognitive activity, aimed at successful mastery of mathematics as a subject of study (defined by L.Golodiuk). Different types of educational mathematical abilities are described: analytical type of mathematical abilities (significant predominance of development of verbal-logical thinking over visual-figurative); geometric type of mathematical abilities (significant predominance of the development of visual-figurative thinking over the verbal-logical); harmonic type of mathematical abilities (relative balance between well-developed verbal-logical and visual-figurative thinking for the leading role of the verbal-logical type of thinking). The generalization of the diverse and numerous reasons of the researchers of this phenomenon contributed to the ordering of the components of the structure of educational mathematical abilities, taking into account the psychic phenomena of personality, which we consider in the context of mental processes (thinking, memory, imagination, attention, speech, volitional processes), mental properties (abilities, inclination, ability, aspiration), mental entities (knowledge, abilities, skills, habits), intellectual intuition, and also in view of the characteristics of the activity which is carried out by students with educational mathematical abilities, with an emphasis on the personal characteristics of these students and on the description of dynamics in the expression of their educational mathematical abilities.
Опис
Ключові слова
математичні здібності, навчальні математичні здібності, спеціальні математичні здібності, аналітичний тип математичних здібностей, геометричний тип математичних здібностей, гармонійний тип математичних здібностей, mathematical abilities, educational mathematical abilities, special mathematical abilities, analytical type of mathematical abilities, geometric type of mathematical abilities, harmonic type of mathematical abilities
Бібліографічний опис
Голодюк, Л. С. Навчальні математичні здібності: сутність, типологічна ієрархізація, структурна організація, характеристики у співвіднесенні з психічними явищами [Текст] / Л. С. Голодюк // Актуальні питання природничо-математичної освіти : збірник наукових праць / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: В. Г. Бевз, Н. В. Бровка, В. Ватсон та ін., голова редкол. О. С. Чашечникова]. – Суми : [СумДПУ імені А. С. Макаренка], 2018. – № 1 (11). – С. 81–88.