Warianty tytułu
Interactive teaching and learning in Mathematics: key concepts
Języki publikacji
Abstrakty
This paper analyzes the interpretation of the concept «interactive teaching and learning». The definition of «senior pupils interactive teaching and learning of mathematics» is clarified. The author divides it into such key points as: it is such teaching and learning provided with the interaction between senior pupils and their own experiences in teaching-learning activities and between other pupils’ experiences (experience is realized, accumulated, systematized). Moreover, it comprises such teaching and learning grounded on the organization of a joint learning process, characterized by a realization of the natural senior pupils’ needs to dialogue, polylogue (communicative and interactive nature of learning) with artificially constructed system, the structure and content accompanied with the main studying purpose of Mathematics in upper school. The author describes interactive pedagogical interaction and learning environment in the structure of Mathematics. The paper views the learning environment in the study of Mathematics, as a specially created system, accompanied with the achievement of the main Mathematics teaching and learning goals. There is the emergence and development of the processes of informational-educational interaction between the pupils, the teacher and the means of new information technologies, formation of pupils’ cognitive activity in order to fulfill the components of the environment with the content of teaching in Mathematics. The description of the components of the learning environment (school material resources, training and methodological support; model of the educational process, the system interrelationships) is given and a qualitative description of these elements is suggested. The author conducts a systematic and functional analysis of the learning environment structure in the studying process of mathematics by senior pupils. This paper outlines the characteristics of interactive teaching and learning: the relationship between life experiences and pupils’ studying activities based on interaction with a resource of expertise and experience of others. The author offers a model of experience resource intensification through reflection activities, appeal to the dialogue and critical thinking. The author views this critical review by the characteristics of thinking, which is carried out by means of interactive learning means.
Rocznik
Numer
Strony
382-391
Opis fizyczny
Daty
wydano
2014-08-27
Twórcy
autor
Bibliografia
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
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