Resume_Larina (1136637), страница 3
Текст из файла (страница 3)
Thus, the methods used by teachers towards word problems are related to thecharacteristics of the word problem.Next results were obtained answering to the third group of research questions. First,based on the analysis of math teachers interviews, it was shown that a significant part ofteachers do not consider the role of real-life context as meaningful and self-contained inteaching mathematics. Although teachers in Russia and in other countries devote almostan equal amount of time to real-life context in teaching math, mostly Russian teachersuse word problems in order to support teaching of the theoretical material or even as anentertainment. Math teachers in other countries also consider word problems as anadditional source of increasing students' motivation, but, in comparison with Russianteachers, they do not distinguish this type of activity as secondary to the mastery oftheoretical material.Secondly, in math teachers’ opinions, an additional difficulty of using real-lifecontext math lessons is the lack of a sufficient number of appropriate word problems.
Inresult, teachers have to spend large resources for searching these tasks or to developthem. Moreover, together with additional time costs for searching word problems,teaching interventions of real-life context is quite time-consuming, in teachers’ opinions.Similar difficulties are experienced by math teachers in other countries, which alsoindicate a great time cost of using the real-life context in math lessons. Finally, mathteachers both in Russia and other countries noted the lack of professional training for thework with real-life context in teaching mathematics.In general, this study allowed us to consider the use of real-life context in teachingmathematics from several points of view, as well as from an international perspective.The conducted analysis and comparison of teaching methods on datasets of TIMSS 2011,PISA 2012 and TrEC have showed us significant differences in the frequency of usingtasks with low and high cognitive loads.
Further, the analysis of the teachers’ approachestowards word problems has demonstrated that math teachers both in Russia and othercountries similarly work with the real-life context of word problems. And an analysis ofteachers’ beliefs has revealed similar attitudes of math teachers both in Russia and abroadto the use of real-life context in teaching mathematics. Thus, the use of real-life contextin math lesson is rather similarly organized in Russia and in other countries.It is important to note, that the real-life context plays a secondary and supportiverole in teaching mathematics in school, according to the results of the study.
First, due tothe teachers’ approaches towards word problems, the teacher implicitly signals tostudents what is relevant to learning math in school. By skipping elaborating the problem8context, a teacher indirectly shows these interventions should not be paid attention to andthat learning mathematics in school has nothing to do with real-life context. Secondly, thesecondary role of real-life context was shown by the using of those word problems whichoften were not a correct model of the real-life. Finally, in math teachers’ beliefs the reallife context also plays only a supporting role in the math learning process.The obtained results contribute to the literature on the use of real-life context ineducation.
The scientific novelty of the study lies in next results: 1) teachers’ approachestowards real-life context at math lessons in Russia were described and analyzed; 2) arelationship between word problems and the chosen teaching practices towards real-lifecontext were demonstrated; 3) teachers’ beliefs about the use of context in math teachingand associated with that practices difficulties were described. In addition, for the firsttime math teachers’ approaches towards real-life contexts were considered from aninternational perspective.Practical significance of the study is ensured by the contribution to theunderstanding of key problems associated with using real-life context in math teaching inRussia: unrealistic word problems, specific teaching practices and the frequency of usingtasks with low cognitive load.
It is important to note, the obtained in the study connectionbetween the type of word problems and teaching practices explicitly showed, that it isnecessary to correct word problems in textbook and upgrade teachers’ skillssimultaneously.1.2.3.4.5.6.7.ReferencesBolotov, V.A., Sedova, E.A., Kovaleva, G.S. The math education in Russia:secondary level (analytical review) // Problems of modern education.
– 2012. – Vol.6. – P. 32–47.Verbitsky, А.А. Psychological and educational foundations of context-basedlearning in universities. Doctoral thesis. – MGPU, Moscow, 1991.Verbitsky, А.А. Context and competence based approach in the modernization ofeducation // Pedagogic diagnostics. – 2016. – Vol. 6 – P.
44–50.Egupova, M.V. Training teachers to use electronic educational resources in thepractice-oriented teaching mathematics at school // RUDN Journal ofInformatization in Education. – 2014. – Vol. 2. – P. 62–70.Kasprzhak, A. G., Mitrofanov, K.G., Polivanova, K.N., Sokolova, O.V.,Tsukerman, G.A. Why our schoolchildren failed PISA // School principal. – 2005. –Vol. 4. – P.
4–13Kozlov V., Kondakov A. (eds.) Fundamental’noe yadro soderzhaniya obshchegoobrazovaniya [The Fundamental Nucleus of General Education CurriculumContent]. – Moscow: Prosveshchenie, 2011. – 79 с.Koncepciya razvitiya matematicheskogo obrazovaniya v rossijskoj federacii [Thestrategy for development of mathematical education in Russia]. – 2013. – Retrievedfrom http://минобрнауки.рф/документы/389498.
Tyumeneva, Y. A., Alexandrova, E.I., Shashkina, M.B. Why are particular PISAitems turn out more difficult for Russian schoolchildren than for foreign pupils ofthe same age: an experimental study // Psychology of education. 2015. – Vol. 7. – P.5–23.9. Boaler, J. The Role of Contexts in the Mathematics Classroom: Do they MakeMathematics More" Real"? // For the learning of mathematics. – 1993.
– Vol. 13. –No. 2. – P. 12–17.10. Bransford, J. D., Brown, A. L., & Cocking, R. R. How people learn: Brain, mind,experience, and school. – National Academy Press, 1999. – 384 p.11. Brenner, M. Meaning and money // Educational Studies in Mathematics. – 1998. –Vol. 36. – P. 123–155.12. Chapman, O. Classroom practices for context of mathematics word problems //Educational Studies in Mathematics. – 2006.
– Vol. 62. – No.2. – P. 211–230.13. Cognition and Technology Group at Vanderbilt. Anchored instruction and itsrelationship to situated cognition // Educational Researcher. – 1990. – Vol. 19. –No.6. – P. 2–10.14. De Lange, J. Using and applying mathematics in education / Bishop, A., Clements,M.A.K., Keitel-Kreidt, C., Kilpatrick, J. (Eds.). // International handbook ofmathematics education.– Springer Netherlands, 1996.
– P. 49–97.15. Freudenthal, H. The Number Concept—Objective Accesses // Mathematics as anEducational Task. – Springer Netherlands, 1973. – P. 170–241.16. Gick, M.L., Holyoak, K.J. Analogical problem solving // Cognitive Psychology. –1980. – Vol. 12. – P. 306–355.17. Gravemeijer, K. Educational development and developmental research inmathematics education // Journal for research in Mathematics Education.
– 1994. –Vol. 25. – No.5. – P. 443–471.18. Greeno, J. G., The Middle-School Mathematics through Applications ProjectGroup. Theories and practices of thinking and learning to think // American Journalof Education. – 1997. – Vol. 106. – No.6. – P.85–126.19. Lave, J. Cognition in practice: Mind, mathematics, and culture in everyday life. –Cambridge, UK: Cambridge University Press, 1988. – 214 p.20. Lave, J., Wenger, E. Situated learning legitimate peripheral participation.
– NewYork, NY: Cambridge University Press, 1991. – 138 p.21. Meirink, J. A., Meijer, P.C. Verloop, N., Bergen, T.C.M. Understanding teacherlearning in secondary education: the relations of teacher activities to changed beliefsabout teaching and learning // Teaching and Teacher Education. – 2009. – Vol. 25.– No.1.
– P. 89–100.22. PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science,Problem Solving and Financial Literacy. – OECD Publishing, 2013. – 264 p.23. Pilot, A, Bulte, AMW. The use of ‘‘contexts’’ as a challenge for the chemistrycurriculum: its successes and the need for further development and understanding //International Journal of Science Education. – 2006. – Vol. 28. – P.
1087–1112.1024. Stipek, D., Salmon, J., Givvin, K., Kazemi, E., Saxe G. & MacGyvers, V. The value(and convergence) of practices suggested by motivation research and promoted bymathematics education reformers // Journal of Research in Mathematics Education.– 1988. – Vol. 29. – P. 465–488.25. Thompson, A.G. Teachers beliefs and conceptions: a synthesis of the research /D.A.
Grouwns (Ed.) // Handbook of Research on mathematics Teaching andLearning. – New York: Macmillan, 1992. – P. 121–146.11.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
