Zenodo (CERN European Organization for Nuclear Research), 2018
<em>In the article, on the basis of the analysis of psychological and pedagogical sources t... more <em>In the article, on the basis of the analysis of psychological and pedagogical sources the concept of computing activity, its structure and functional parts are defined. For this, the following methods of research were applied: theoretical – analysis, classification and synthesis of scientific literature for comparison and contrast of different approaches to the problem and disclosure undertaken to definitions presented in the publication and </em><em>empirical – observation of computing activity of students.</em> <em>As a result of the analysis of psychological sources, the structure of activity is determined. We consider mental actions as meaningful structural elements of mental activity to which the computing activity belongs, and the quality of mental action formation depends on the quality of orienteering activity based on orienteering action.</em><em> </em> <em>The functional parts of computing activity are singled out: orienteering, executive and control-correctional. The orienteering part is central and lies in the particular case of correlation between calculations known to pupil and computational techniques and ways of reasoning, ascertaining their possible application in this particular case, the approval of one of them, and actualization of the orienteering bases of action. The executive part of the computing activity involves the implementation of one of the computational techniques or ways of reasoning, and the control-correction part, further evaluating the rationality of the chosen path and the possible use of another technique or way of reasoning.</em> <em>It has been established that fast and correct calculations are related to the ability of the pupil to actualize the required computation, which is more effective than other techniques as it leads to the result and the ability to quickly and unmistakably implement the operations that make up this technique.</em> <em>Since the need for computing occurs to a person at all times, then the motives of computing activity arise on the basis of p [...]
The issue of formation of computing skills of primary school students in the conditions of non-tr... more The issue of formation of computing skills of primary school students in the conditions of non-traditional technologies is considered, to which we refer mental arithmetic and eidetics. This process is studied in terms of the characteristics of a full-fledged computing skill according to M. Bantova (correctness, awareness, rationality, generalization, automatism and strength). The stages of computing skills formation from the point of view of the theory of planned-step-by-step formation of mental actions on the material of the course mental arithmetic are analysed. It is established that the performance of calculations in mental arithmetic is reduced to finding fast results of oral calculations, which are compared with calculator calculations with the difference that the calculator moves to the child’s brain. A student can learn, preserve and reproduce a significant amount of information and new knowledge when they relate to those already acquired. Based on psychological and neurophy...
Визначено зміст поняття “методична система” та її фокус. При характеристиці методичної системи фо... more Визначено зміст поняття “методична система” та її фокус. При характеристиці методичної системи формування обчислювальних навичок в учнів початкової школи розглянуто п’ять ієрархічно пов’язаних компонентів: мету, зміст, методи, організаційні форми, засоби навчання. Встановлено, що залежно від кількості учасників та характеру взаємодії застосовують індивідуальну, групову, фронтальну (колективну), парну форми навчання під час формування обчислювальних навичок. Представлено модель процесу формування обчислювальних навичок, яка включає в себе три блоки: концептуально-цільовий, змістовий (власне методичну систему) та результативний блок.
The article deals with theoretical and methodical analysis of the problem of the formation of men... more The article deals with theoretical and methodical analysis of the problem of the formation of mental calculations and their result – computational skills. General classifications of calculation methods are determined. It has been found that to perform mental calculations a student may use not only one method of calculation but a number of ways of thinking different in theoretical foundations. In our study, following the groups of methods of calculation identified by M. Bantova and S. Skvortsova, we attributed to each group of techniques certain techniques that are studied in elementary school. Obviously, the addressed methods are offered in the course of mathematics in a certain sequence, following the logic of expanding the content of learning. Therefore, in the Concentration “Ten” when performing calculations, students should have in the arsenal certain ways of thinking. They are as follows: They can act on the basis of knowledge of the composition of the number and the essence ...
The issue of formation of computing skills of primary school students in the conditions of non-tr... more The issue of formation of computing skills of primary school students in the conditions of non-traditional technologies is considered, to which we refer mental arithmetic and eidetics. This process is studied in terms of the characteristics of a full-fledged computing skill according to M. Bantova (correctness, awareness, rationality, generalization, automatism and strength). The stages of computing skills formation from the point of view of the theory of planned-step-by-step formation of mental actions on the material of the course mental arithmetic are analysed. It is established that the performance of calculations in mental arithmetic is reduced to finding fast results of oral calculations, which are compared with calculator calculations with the difference that the calculator moves to the child’s brain. A student can learn, preserve and reproduce a significant amount of information and new knowledge when they relate to those already acquired. Based on psychological and neurophy...
У статті cхарактеризовані обчислювальні дії з точки зору діяльнісного підходу у психології. Встан... more У статті cхарактеризовані обчислювальні дії з точки зору діяльнісного підходу у психології. Встановлено, що вони відносяться до розумових дій, які, за визначенням П. Гальперіна, є підсумком перетворення зовнішньої матеріальної дії у план сприйняття, уявлень та понять. На основі досліджень П. Гальперіна та С. Степанової показано, що для формування повноцінної дії, зокрема обчислювальної, необхідна строга послідовність відпрацювання етапів. На кожному з цих етапів відбувається формування певних властивостей дії. Це пояснюється тим, що кожна більш висока форма утворюється на основі попередньої.Описано шість напрямів, за якими відбувається зміна дії із зовнішньої, матеріальної – у розумову. Аналізуються структурні, динамічні, рівневі та психологічні параметри дії. Усі ці характеристики враховані М. Бантовою при характеристиці повноцінної обчислювальної навички, до якої вчена віднесла правильність, усвідомленість, раціональність, узагальненість, автоматизм та міцність.
Zenodo (CERN European Organization for Nuclear Research), 2018
<em>In the article, on the basis of the analysis of psychological and pedagogical sources t... more <em>In the article, on the basis of the analysis of psychological and pedagogical sources the concept of computing activity, its structure and functional parts are defined. For this, the following methods of research were applied: theoretical – analysis, classification and synthesis of scientific literature for comparison and contrast of different approaches to the problem and disclosure undertaken to definitions presented in the publication and </em><em>empirical – observation of computing activity of students.</em> <em>As a result of the analysis of psychological sources, the structure of activity is determined. We consider mental actions as meaningful structural elements of mental activity to which the computing activity belongs, and the quality of mental action formation depends on the quality of orienteering activity based on orienteering action.</em><em> </em> <em>The functional parts of computing activity are singled out: orienteering, executive and control-correctional. The orienteering part is central and lies in the particular case of correlation between calculations known to pupil and computational techniques and ways of reasoning, ascertaining their possible application in this particular case, the approval of one of them, and actualization of the orienteering bases of action. The executive part of the computing activity involves the implementation of one of the computational techniques or ways of reasoning, and the control-correction part, further evaluating the rationality of the chosen path and the possible use of another technique or way of reasoning.</em> <em>It has been established that fast and correct calculations are related to the ability of the pupil to actualize the required computation, which is more effective than other techniques as it leads to the result and the ability to quickly and unmistakably implement the operations that make up this technique.</em> <em>Since the need for computing occurs to a person at all times, then the motives of computing activity arise on the basis of p [...]
The issue of formation of computing skills of primary school students in the conditions of non-tr... more The issue of formation of computing skills of primary school students in the conditions of non-traditional technologies is considered, to which we refer mental arithmetic and eidetics. This process is studied in terms of the characteristics of a full-fledged computing skill according to M. Bantova (correctness, awareness, rationality, generalization, automatism and strength). The stages of computing skills formation from the point of view of the theory of planned-step-by-step formation of mental actions on the material of the course mental arithmetic are analysed. It is established that the performance of calculations in mental arithmetic is reduced to finding fast results of oral calculations, which are compared with calculator calculations with the difference that the calculator moves to the child’s brain. A student can learn, preserve and reproduce a significant amount of information and new knowledge when they relate to those already acquired. Based on psychological and neurophy...
Визначено зміст поняття “методична система” та її фокус. При характеристиці методичної системи фо... more Визначено зміст поняття “методична система” та її фокус. При характеристиці методичної системи формування обчислювальних навичок в учнів початкової школи розглянуто п’ять ієрархічно пов’язаних компонентів: мету, зміст, методи, організаційні форми, засоби навчання. Встановлено, що залежно від кількості учасників та характеру взаємодії застосовують індивідуальну, групову, фронтальну (колективну), парну форми навчання під час формування обчислювальних навичок. Представлено модель процесу формування обчислювальних навичок, яка включає в себе три блоки: концептуально-цільовий, змістовий (власне методичну систему) та результативний блок.
The article deals with theoretical and methodical analysis of the problem of the formation of men... more The article deals with theoretical and methodical analysis of the problem of the formation of mental calculations and their result – computational skills. General classifications of calculation methods are determined. It has been found that to perform mental calculations a student may use not only one method of calculation but a number of ways of thinking different in theoretical foundations. In our study, following the groups of methods of calculation identified by M. Bantova and S. Skvortsova, we attributed to each group of techniques certain techniques that are studied in elementary school. Obviously, the addressed methods are offered in the course of mathematics in a certain sequence, following the logic of expanding the content of learning. Therefore, in the Concentration “Ten” when performing calculations, students should have in the arsenal certain ways of thinking. They are as follows: They can act on the basis of knowledge of the composition of the number and the essence ...
The issue of formation of computing skills of primary school students in the conditions of non-tr... more The issue of formation of computing skills of primary school students in the conditions of non-traditional technologies is considered, to which we refer mental arithmetic and eidetics. This process is studied in terms of the characteristics of a full-fledged computing skill according to M. Bantova (correctness, awareness, rationality, generalization, automatism and strength). The stages of computing skills formation from the point of view of the theory of planned-step-by-step formation of mental actions on the material of the course mental arithmetic are analysed. It is established that the performance of calculations in mental arithmetic is reduced to finding fast results of oral calculations, which are compared with calculator calculations with the difference that the calculator moves to the child’s brain. A student can learn, preserve and reproduce a significant amount of information and new knowledge when they relate to those already acquired. Based on psychological and neurophy...
У статті cхарактеризовані обчислювальні дії з точки зору діяльнісного підходу у психології. Встан... more У статті cхарактеризовані обчислювальні дії з точки зору діяльнісного підходу у психології. Встановлено, що вони відносяться до розумових дій, які, за визначенням П. Гальперіна, є підсумком перетворення зовнішньої матеріальної дії у план сприйняття, уявлень та понять. На основі досліджень П. Гальперіна та С. Степанової показано, що для формування повноцінної дії, зокрема обчислювальної, необхідна строга послідовність відпрацювання етапів. На кожному з цих етапів відбувається формування певних властивостей дії. Це пояснюється тим, що кожна більш висока форма утворюється на основі попередньої.Описано шість напрямів, за якими відбувається зміна дії із зовнішньої, матеріальної – у розумову. Аналізуються структурні, динамічні, рівневі та психологічні параметри дії. Усі ці характеристики враховані М. Бантовою при характеристиці повноцінної обчислювальної навички, до якої вчена віднесла правильність, усвідомленість, раціональність, узагальненість, автоматизм та міцність.
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