MODELS OF TRAINING IN THE ACQUISITION OF MATHEMATICAL KNOWLEDGE IN THIRD GRADE

Abstract

In the teaching of mathematics an important place is occupied by the learning models, which are a necessary factor for the assimilation of the learning material by the students. Learning models support students' activities, which suggests that modeling is a means of mastering specific actions and a way to absorb certain information. Modeling is a formative activity in the learning process and in learning. It affects and influences thchild's psyche and mental activity through cognitive models.
Modeling as a method of teaching should form the personal qualities of students and promote their development. Modeling as a method of learning should be done smoothly and effortlessly so that students can more easily acquire mathematical knowledge. Students must consciously use different models in each mathematical situation. With the help of these models the teacher intrigues and provokes the student to think, seek and find solutions to problems in the world around him.
The aim of the present study is to reveal the regularities of the modeling method and of the relations between modeling as a method of teaching and modeling as a method of learning. To achieve this goal, an experimental study was performed. During the experimental research, pre-developed models for learning mathematical knowledge by third grade students were tested - models for learning arithmetic, algebraic and geometric knowledge, as well as models for understanding textual problems and models for learning units. The use of models in the teaching of mathematics increases the level of knowledge and skills acquired by students and helps to develop their cognitive activity.