The methodical projects as a method for learning future teachers

  • Zimfir Z. Rizvanov Kazan Federal University
  • Vera S. Abaturova Southern Mathematical Institute of the Vladikavkaz Scientific Center of the Russian Academy of Sciences
  • Irina E. Malova Bryansk State Academician I.G. Petrovski University
  • Liliana R. Shakirova Kazan Federal University, Rusia.
Keywords: training, mathematics, task, theorem, text, visibility, modeling, dialogue, project

Abstract

The search for the effective means of improving the training of a mathematics teacher led to the idea of creating projects by the students demonstrating the methodology of the teacher's work with the student on the task, theorem or textbook text. The article summarizes the results of the experimental study. The methods of collective subjective experience and visual modeling were considered as basic. The project presentation form was a computer presentation, the animation effects of which allow consistently creating graphic images, as well as organizing a pause in the teacher's dialogue with the students. The conditions for ensuring the students' success in the project development are as follows: 1) observance of the stages of the collective subject experience method; 2) formulation of the task to the methodical project, reflecting the requirements for the results of its creation; 3) reasonableness of methodical decisions by the requirements of the activity approach and the personally oriented training. The requirements of the activity approach are as follows: 1) the existence of the goal as a planned activity result; 2) use of indicative bases of activity, formulated in a generalized form; 3) development of individual steps of activity. The requirements of the personally oriented training are as follows: 1) training orientation to enrich the students' subject experience (Yakimanskaya, 2014). 2) ensuring the leading position of the students in cognitive and reflexive activity; 3) compliance with the requirements for the organization of the training dialogue (motivation of the questions, their general nature, connectedness, focus and stageby-stage nature of the dialogue, recording of the personal experience of the students, initiative of the students and possibilities of the polylogue).

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Author Biographies

Zimfir Z. Rizvanov, Kazan Federal University

Kazan Federal University

Vera S. Abaturova, Southern Mathematical Institute of the Vladikavkaz Scientific Center of the Russian Academy of Sciences

Southern Mathematical Institute of the Vladikavkaz Scientific Center of the Russian Academy of Sciences

Irina E. Malova, Bryansk State Academician I.G. Petrovski University

Bryansk State Academician I.G. Petrovski University

Liliana R. Shakirova, Kazan Federal University, Rusia.

Kazan Federal University, Rusia.

References

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Published
2018-08-30
How to Cite
Rizvanov, Z., Abaturova, V., Malova, I., & Shakirova, L. (2018). The methodical projects as a method for learning future teachers. Amazonia Investiga, 7(15), 172-177. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/436
Section
Articles