Model of Forming Mathematical Notional-Terminological Apparatus in Elementary School Children

Model of Forming Mathematical Notional-Terminological Apparatus in Elementary School Children

Sabirova Elvira Gilfanovna (Kazan (Volga Region) Federal University, Russia) and Milyausha Yakubovna Ibragimova (Kazan (Volga Region) Federal University, Russia)
DOI: 10.4018/978-1-5225-7853-6.ch020

Abstract

Terminology is one of the constituents of the scientific knowledge system. Mastering terminology means to learn the extent and content of notions, and also to use these terms in work. The problems of terminology formation were studied by Bogoyavlensky, Galperin, Talyzina. In the studies of Vygodsky, the inner speech derives from conversational speech in a way of changing its function and consequently its structure. Though there has not been developed complete methodic conception of forming terminology apparatus in children, the chapter is intended to describe a model that forms mathematical terminology apparatus in the process of teaching. The main methods of studies were psychology literature analysis, educational process analysis (teaching mathematics), watching and testing elementary school children in Russia.
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Research Problem

In literature on teaching mathematics there are worked out general issues, systems of terms, and also some points about mastering terms. In several works there are shown stages of terminology formation. For example, terminology formation is considered as process of mastering educational material: 1) acquaintance with mathematical term (recognition, remembering); 2) introduction of term into passive dictionary of learners (understanding); 3) introduction of term into active dictionary of learners (usage).

School practice shows that teachers are not satisfied with the present methodic of terminology formation.

Understanding the importance of this problem and discontent by its solving makes teachers to seek new ways in terminology formation which sometimes appear to be more effective than traditional ones. However teachers solve as usual only partial aspects of the problem.

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