THE PROBLEM OF FORMING LEVELS OF KNOWLEDGE AND UNDERSTANDING IN THE PROCESS OF TEACHING MATHEMATICS

Authors

  • Mamikon Abgaryan ASPU

Keywords:

Mathematics learning process, levels of knowledge, knowing, recognizing, understanding

Abstract

The article examines the relationship between the cognitive processes of cognition and understanding in the process of teaching mathematics in secondary schools. The taxonomy of an American teacher from the middle of the last century was taken as a starting point.B. Bloom and his students. The special nature of mathematics is shown from the point of view of the need to separate the mentioned concepts, and the role of the school textbook in solving the problem is touched upon. Among the current secondary school algebra textbooks in the Republic of Armenia, [4] stands out, in which the concepts of cognition and understanding and the corresponding exercises are clearly separated. The results of surveys on the approaches of teachers and students are also presented, which show that knowledge and understanding are still not differentiated in the field of mathematics education. It is shown that actions aimed at understanding when studying mathematical material allows students in many cases to show an independent and creative approach.

References

Bloom, B.S. and Krathwohl D.R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I, the Cognitive Domain. New York. 1956.

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Глоссарий. Психологический словарь, https://www.psychologies.ru/glossary/.

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Միքայելյան Հ․ Ս․ (2023). Հանրահաշիվ 7, Էդիտ Պրինտ, Երևան, 2023։

Կարգ: Հանրակրթության պետական չափորոշչի ձևավորման և հաստատման . ՀՀ կառավարության 2010 թվականի ապրիլի 8-ի N 439-Ն որոշում:

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Published

2024-05-31