Казахского государственного женского педагогического университета
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| Қазақ мемлекеттік қыздар педагогикалық университетінің Хабаршысы № 1 (77), 2019
88 The use of math tools to solve problems encountered in life situations is accomplished through the ability to use educational and cognitive competencies, if necessary; possession of the experience of perception of the world picture, the recognition of problems that arise in the surrounding reality and which can be solved by means of mathematics; striving for clarity, simplicity, economy and rationality of the solution. The main problem of the teacher is ―the search for means and methods for the development of students' educational competencies as a condition that ensures the qualitative mastering of the program‖. The content of the audit in this study is grouped around some common phenomena or types of problems that arise when considering these phenomena. The following are proposed as such phenomena: quantity, space and form, change and dependencies, uncertainty. One of the important aspects of mathematical literacy is the use of mathematics in various situations that are related to personal and school life, local society, social life, work and leisure. Test tasks are created in such a way as to group around general educational mathematical activities that are present at all stages of training: Mathematical thinking and reasoning, including the formulation of questions characteristic of mathematics; knowledge of the nature of the answers that mathematics offers for such questions; Mathematical argumentation, which includes knowledge of what mathematical proofs are and how they differ from other types of mathematical reasoning; Communicative mathematical skills, which include the expression in written or oral form of their thoughts related to mathematical content; understanding written or oral mathematical statements made by others. Modeling, which includes the designation of the proposed situation so that it can be modeled; translation of the real situation in the mathematical structure; interpretation of the mathematical model taking into account the real situation; work with a mathematical model; evaluation of the correctness of the model; reflections, analysis, critique of the model and the results obtained; a record describing the model and the results obtained; systematic control of the modeling process. Statement and solution of problems, including formulation, formulation and definition of various mathematical problems and solution using various methods of various mathematical problems. Presentation of available data in various forms, including decoding or, conversely, data encoding, translation, interpretation, distinction and definition of the relationship between various forms of representation of mathematical objects or situations; selection or transition from one form to another form of data presentation, corresponding to the condition of the problem. The use of technical means, including the knowledge and ability to use various tools and instruments that can contribute to the activity of mathematical activity; knowledge of the limitations of such tools and instruments. Using a competent approach, one can fill a mathematical education with the knowledge, skills and abilities associated with personal experience and the needs of the trainer, so that trainer can carry out productive and conscious activities in relation to objects of reality. At the same time, one of the main roles should be given to educational and cognitive competence, since the degree of its formation sometimes to a greater extent determines the quality of the result. Educational and cognitive competence includes elements of logical, methodological, educational activities, correlated with real cognizable objects. The structure of educational and cognitive competence includes the following skills: set a goal and organize its achievement, the ability to clarify its goal; organize planning, analysis, reflection, self-assessment of their learning and cognitive activity; ask questions about observable facts, look for the causes of phenomena, indicate their understanding or misunderstanding in relation to the problem being studied; set cognitive tasks and put forward hypotheses; select the conditions of the observation or experiment; select the necessary instruments and equipment, possess measurement skills, |