Университеттің 85 жылдығына арналған Қазіргі заманғы математика
Master of Pedagogical Sciences
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TaimanovMatem
| Master of Pedagogical Sciences
From the requirements for tasks that provide practice-oriented learning, it follows that the plot of a practice-oriented task is a situation close to life, the data in which are interconnected. Such tasks are important and have practical value mainly for students in the development of mathematical competence. We want to include practice-oriented tasks in the learning process more often, because working with such tasks gives the following results[1]: • solving and designing problems based on consideration of real situations in which an exact computational result is not required; • constructing new tasks from data; • use of acquired knowledge in practical activities. In the course of mathematics in grades 5-7, word problems are solved almost from the first lessons. Solving word problems plays an important role in teaching mathematics. However, for the modern methodology of teaching mathematics, the further expansion of the didactic functions of tasks becomes more and more significant, i.e. transition to the position of ―teaching mathematics through tasks with practical content‖. The aim of the work was to study the possibilities of developing practice-oriented tasks and using them in teaching mathematics in the classroom. When developing requirements for the construction of practice-oriented tasks, the development of an algorithm for constructing such tasks becomes a central problem. As a support, the scheme proposed by Kurganov S.Yu. is used [2]. According to the presented scheme, criteria for compiling a new practice-oriented task were developed. The criteria by which a practice-oriented task differs from another text task are as follows: • the task condition can be formulated as a plot, situation, • a problem with missing or redundant data; • there is no explicit algorithm for solving the problem; • tasks have several correct answers, depending on the selected data. Researcher of the problems of preparing a teacher for practice-oriented teaching of mathematics, M.V. Egupova, identifies four levels of complexity of practice-oriented tasks [3]. Tasks of the first and second levels are offered to students as a final task for studying specific topics. To get this problem, as a rule, they ―transform‖ a textual mathematical problem, that is, they select a situation from life or on the basis of a solved mathematical problem from a textbook for an existing situation, highlight mathematical facts. The systematic solution of such problems prepares students to work on more complex problems of the third and fourth types. Experience shows that tasks of the third and fourth types require a lot of study time to solve, and the possibilities of working with them in the classroom are quite limited. Therefore, it is more expedient to use them during extracurricular time in the subject and in extracurricular activities. |