The socio-cultural content of teaching in the field of mathematics - Podaeva, Natalia Georgievna
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This publication is an outline of the main lines of the concept of socio-cultural content of mathematics teaching, which we consider as the most important and accessible to be implemented by various means within the mathematical disciplines at secondary and higher schools. The socio-cultural approach is needed in today's educational practice in which the content of learning is defined as comprising the acquisition of cultural values, as a form of human culture aimed at the translation and assimilation of accumulated experience, knowledge as bearers of cultural values. The socio-cultural…mehr

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Produktbeschreibung
This publication is an outline of the main lines of the concept of socio-cultural content of mathematics teaching, which we consider as the most important and accessible to be implemented by various means within the mathematical disciplines at secondary and higher schools. The socio-cultural approach is needed in today's educational practice in which the content of learning is defined as comprising the acquisition of cultural values, as a form of human culture aimed at the translation and assimilation of accumulated experience, knowledge as bearers of cultural values. The socio-cultural content of learning in mathematics consists in the understanding, assimilation and application of subject knowledge, skills, abilities as forms of assimilation of cultural values, in the development of cultural basic abilities - thinking, understanding, acting, thinking activity, reflection, standard and creative application - which are an asset and value of our culture and should be passed on to new generations.
Autorenporträt
Trabajador honorario de la Educación Profesional Superior de la Federación Rusa, Profesor, Doctor en Ciencias Pedagógicas, Jefe del Departamento de Álgebra y Geometría de la Universidad de Bunin Elets. Los intereses científicos están relacionados con el problema de diseñar el contenido, las formas, los métodos de realización de las tareas psicológicas y didácticas de la enseñanza de las matemáticas.