Forming Research skill on Mathematics
In the forming of many qualities, necessary for successful contemporary person, can large role play school discipline mathematics like research skill .Still their specific purposes, determined by the special features of mathematical science, cost before the teaching of mathematics in the school besides the common purposes of instruction. One of them - these are forming and the development of mathematical thinking.
Development of the mathematical abilities in school
This contributes to development and more effective development of the mathematical abilities of school boys; it prepares them to the creative activity generally and to mathematics with its numerous applications in particular. Department of Mathematics and Computer Science at Belmont offer a chance to develop strong research skill for our majors to explore mathematics beyond the classroom.
One of the primary tasks of school to lies in the fact that inculcate in the students of the research skills, which make possible for them actively to be included in creative, research skill activity, to contribute to forming and development of research skill and habits in students.
Research method in the instruction consists in the independent solution by the student of problems, difficult tasks of cognitive and practical nature. With the research skill activity of the children finds not only the methods of the solution of posed problems, but also is impelled to their independent setting, to the advancement of the purposes of their activity.
One of the primary tasks of school to lies in the fact that inculcate in the students of the research skills, which make possible for them actively to be included in creative, research skill activity, to contribute to forming and development of research skill and habits in students.
Research method in the instruction consists in the independent solution by the student of problems, difficult tasks of cognitive and practical nature. With the research skill activity of the children finds not only the methods of the solution of posed problems, but also is impelled to their independent setting, to the advancement of the purposes of their activity.
Methods of scientific research skills
In my long-standing practice I try to inoculate interest in a study to students, arm with their methods of scientific research skills. I organize the work of children so that they would master the procedure of a study, consecutively passing all its primary positions:
It analyzes situation, are taken into consideration all solutions or assumptions.
It realizes difficulties and formulates the problem, which must be solved.
Assumptions as the hypotheses, which determine observations and collection of facts.
Line of reasoning and bringing into the order of the discovered facts is conducted.
The practical or imaginary checking of the correctness of the advanced hypotheses is conducted.
It analyzes situation, are taken into consideration all solutions or assumptions.
It realizes difficulties and formulates the problem, which must be solved.
Assumptions as the hypotheses, which determine observations and collection of facts.
Line of reasoning and bringing into the order of the discovered facts is conducted.
The practical or imaginary checking of the correctness of the advanced hypotheses is conducted.
The lesson of mathematics, on which adapts research skill method
It contains the following training elements
Situation of success. To students it is proposed the tasks, which each student solves without the special difficulties. it increase the students research skill ability.
Situation of difficulty (sensation of problem) The task, similar to previous, is proposed to students, but they do not can to solve to the end of it, since they do not have still necessary knowledge.
Setting training problem. Students, after realizing problem, let out a secret it, they speak, what knowledge by it are not sufficient, in order to
solve task, hypotheses about the possible methods of solution of task advance.
Solution of training problem. If several methods of solution of problem are proposed, then division into the groups is possible. Organizes the activity of groups leader, that student, who proposed the method of solution of unknown task.
Presentation of the project of research skill activity by the members of each group in the following plan.
Problem, solved by group.
Hypothesis, the advanced by group for the solution problems.
Purposes and the problems, stated by group for the solution of problem.
Methods of solution of problem.
The conclusions, which confirm or refute the advanced hypotheses.
Teacher with the work of groups passes from one group to the next, controlling and consulting each group not so much in the content, as on the form of presentation and the form of feedback.
Situation of success. To students it is proposed the tasks, which each student solves without the special difficulties. it increase the students research skill ability.
Situation of difficulty (sensation of problem) The task, similar to previous, is proposed to students, but they do not can to solve to the end of it, since they do not have still necessary knowledge.
Setting training problem. Students, after realizing problem, let out a secret it, they speak, what knowledge by it are not sufficient, in order to
solve task, hypotheses about the possible methods of solution of task advance.
Solution of training problem. If several methods of solution of problem are proposed, then division into the groups is possible. Organizes the activity of groups leader, that student, who proposed the method of solution of unknown task.
Presentation of the project of research skill activity by the members of each group in the following plan.
Problem, solved by group.
Hypothesis, the advanced by group for the solution problems.
Purposes and the problems, stated by group for the solution of problem.
Methods of solution of problem.
The conclusions, which confirm or refute the advanced hypotheses.
Teacher with the work of groups passes from one group to the next, controlling and consulting each group not so much in the content, as on the form of presentation and the form of feedback.
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