The scientific electronic publication:
«PROFESSIONALISM OF THE TEACHER: THEORETICAL AND METHODOLOGICAL ASPECTS»

Issue № 13 (2020)

VISUALIZATION AS AN EFFECTIVE METHOD OF METHODOLOGICAL AND MATHEMATICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

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UDC

378.147:373.3.011.3-051]:37.091.33]

Name

Nadiia Liashova

 

Name of the article

VISUALIZATION AS AN EFFECTIVE METHOD OF METHODOLOGICAL AND MATHEMATICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

 

 

 

 

 

Abstract

The article analyzes the dominant parameters of visualization in the professional training of primary school teachers. In particular, the emphasis is placed on methodological work in the field of education “Mathematics”. The importance of visualization of educational material in methodological work as an important factor while implementing the program in mathematics for primary school students is proved. It is determined by the tendency to develop fundamentally new means of visualization at the present stage, the use of various forms: from traditional diagrams, graphs, tables, structural-logical schemes to innovative graphic forms of systematization of mathematical material, separation of semantic units and its graphic design in a certain order. The opportunities to introduce mental maps as one of modern methods of visualization concerning methodological and mathematical professional training of the modern primary school teacher are described. The stages of development and use of mental maps as an objective method of measuring the quality of student learning and as a tool that ensures the development of all mental operations without exception are identified. It is proved that the construction of the process of teaching mathematics methods on the basis of visual and cognitive approach allows to maximize the potential of visual thinking of future primary school teachers. The creation of mental maps and their further use in mathematics lessons in primary school contributes to the formation of new types of visual coding of information, its folding, structuring, and generalising. Associative projections and connections provide reflection of key moments of the maximum understanding and mastering of methodological and mathematical material by students.

Key words visualization of the educational process; mental maps; intelligence cards; professional training of students; mathematics methodology; visual thinking.
References                                                               
  1. Arnheim, R. (1974). Art and visual perception. Moscow, the Russian Federation: Progress.
  2. Baryshkin, A. G. & Reznik, N. A. (2005). The main parameters of visualization of educational information. Kompyuternye instrumenty v obrazovanii, 7, 38–44.
  3. Bernstain, P. (2006). Against the gods: taming the risk. Moscow, the Russian Federation: “Olimp-Biznes”.
  4. Boltyanskiy, V. G. & Savin, A. P. (2002). Conversations about mathematics. Moscow, the Russian Federation: MTsNMO.
  5. Buzen, T. (2019). Intelligence cards. A complete guide to a powerful tool for thinking. Moscow, the Russian Federation: MIF.
  6. Vorobeva, V. M., Surikova, L. V., & Budunova, L. G. (2013). Effective use of the method of intelligence maps in lessons. Moscow, the Russian Federation: “TemoTsentr”.
  7. Danylevych, L. P. & Likhodid, O. M. (2008). Creating visual aids using computer technology. Profesiina pidhotovka pedahohichnykh pratsivnykiv (p. 16–24). Kyiv, Zhytomyr, Ukraine: ZhDPU.
  8. Zinchenko, V. P. & Virgiles, N. Yu. (1969). Formation of a visual image. Study of the activity of the visual system. Moscow, the Russian Federation: MGU.
  9. Kindrat, I. (2012). The use of intelligence maps in the planning and organization of the educational process. Nova pedahohichna dumka, 4, 153–156.
  10. Kolesnyk, I. (2012). Mental mapping and the profession of historian: between rational and imagined. Ukrainskyi istorychnyi zhurnal, 5, 135–156.
  11. Lohvynenko, V. (2018). Using infographic technology to visualize educational content. Fizyko-matematychna osvita, 2(16), 79–85.
  12. Pozdniakova, T. (2018). Visualization and structuring of information with the help of mental maps in biology lessons. Rivne, Ukraine: ROIPPO.
  13. Riazantsev, A. V. (2018). Intelligence map (mindmap). Graphic solution of business problems. Moscow, the Russian Federation: “Knizhkin Dom”.
  14. Roem, D. (2013). Visual thinking. How to “sell” your ideas with the help of visual images. Moscow, the Russian Federation: Eksmo.
  15. Semenikhina, O. & Yurchenko, A. (2014). Ability to visualize educational material by means of multimedia as a professional competence of a teacher. Naukovyi visnyk Uzhhorodskoho natsionalnoho universytetu: Seriia “Pedahohika. Sotsialna robota”. (Pp.176–179). Uzhhorod, Ukraine: Uzhhorod National University Publishing House “Hoverla”.
  16. Symonenko, S. M. (2005). Psychology of visual. (Extended abstract of Doctoral dissertation). Kharkiv, Ukraine: Kharkivskyi natsionalnyi universytet imeni V. N. Karazina.
  17. Sirotyuk, A. L. (2007). Psychophysiological bases of schoolchildren’s education. Moscow, the Russian Federation: Sfera.
  18. Tereshchenko, N. V. (2012). Intelligence maps – modern innovative social learning technologies in the education system. Funktsionalna ekonomika. Vcheni zapysky, 14, 139–145.
  19. Topolnik, Ya. (2019). The use of information and communication technologies to illustrate the materials of the pedagogical experiment. Profesionalizm pedahoha: teoretychni y metodychni aspekty, 10, 159–174.
  20. Arnheim, R. (1969). Visual thinking. Berkley: Univ. of California Press.
  21. 21. Dalinger, V. (2019). The solution of mathematical problems by means of visual images. Norwegian Journal of development of the International Science, 29, 28–34
  22. 22. Weyl, H. (1954). David Hilbert and his mathematical work. Bulletin of the American Mathematical Society, 50, 612–654.
  23. 23. Okada, A., Buckingham Shum, S., & Sherborne, T. (2008). Knowledge cartography: software tools and mapping techniques. London, the UK: Springer Ltd
References (Translated and Transliterated)
  1. Arnheim, R. (1974). Art and visual perception. Moscow, the Russian Federation: Progress.
  2. Baryshkin, A. G. & Reznik, N. A. (2005). The main parameters of visualization of educational information. Kompyuternye instrumenty v obrazovanii, 7, 38–44.
  3. Bernstain, P. (2006). Against the gods: taming the risk. Moscow, the Russian Federation: “Olimp-Biznes”.
  4. Boltyanskiy, V. G. & Savin, A. P. (2002). Conversations about mathematics. Moscow, the Russian Federation: MTsNMO.
  5. Buzen, T. (2019). Intelligence cards. A complete guide to a powerful tool for thinking. Moscow, the Russian Federation: MIF.
  6. Vorobeva, V. M., Surikova, L. V., & Budunova, L. G. (2013). Effective use of the method of intelligence maps in lessons. Moscow, the Russian Federation: “TemoTsentr”.
  7. Danylevych, L. P. & Likhodid, O. M. (2008). Creating visual aids using computer technology. Profesiina pidhotovka pedahohichnykh pratsivnykiv (p. 16–24). Kyiv, Zhytomyr, Ukraine: ZhDPU.
  8. Zinchenko, V. P. & Virgiles, N. Yu. (1969). Formation of a visual image. Study of the activity of the visual system. Moscow, the Russian Federation: MGU.
  9. Kindrat, I. (2012). The use of intelligence maps in the planning and organization of the educational process. Nova pedahohichna dumka, 4, 153–156.
  10. Kolesnyk, I. (2012). Mental mapping and the profession of historian: between rational and imagined. Ukrainskyi istorychnyi zhurnal, 5, 135–156.
  11. Lohvynenko, V. (2018). Using infographic technology to visualize educational content. Fizyko-matematychna osvita, 2(16), 79–85.
  12. Pozdniakova, T. (2018). Visualization and structuring of information with the help of mental maps in biology lessons. Rivne, Ukraine: ROIPPO.
  13. Riazantsev, A. V. (2018). Intelligence map (mindmap). Graphic solution of business problems. Moscow, the Russian Federation: “Knizhkin Dom”.
  14. Roem, D. (2013). Visual thinking. How to “sell” your ideas with the help of visual images. Moscow, the Russian Federation: Eksmo.
  15. Semenikhina, O. & Yurchenko, A. (2014). Ability to visualize educational material by means of multimedia as a professional competence of a teacher. Naukovyi visnyk Uzhhorodskoho natsionalnoho universytetu: Seriia “Pedahohika. Sotsialna robota”. (Pp.176–179). Uzhhorod, Ukraine: Uzhhorod National University Publishing House “Hoverla”.
  16. Symonenko, S. M. (2005). Psychology of visual. (Extended abstract of Doctoral dissertation). Kharkiv, Ukraine: Kharkivskyi natsionalnyi universytet imeni V. N. Karazina.
  17. Sirotyuk, A. L. (2007). Psychophysiological bases of schoolchildren’s education. Moscow, the Russian Federation: Sfera.
  18. Tereshchenko, N. V. (2012). Intelligence maps – modern innovative social learning technologies in the education system. Funktsionalna ekonomika. Vcheni zapysky, 14, 139–145.
  19. Topolnik, Ya. (2019). The use of information and communication technologies to illustrate the materials of the pedagogical experiment. Profesionalizm pedahoha: teoretychni y metodychni aspekty, 10, 159–174.
  20. Arnheim, R. (1969). Visual thinking. Berkley: Univ. of California Press.
  21. 21. Dalinger, V. (2019). The solution of mathematical problems by means of visual images. Norwegian Journal of development of the International Science, 29, 28–34
  22. 22. Weyl, H. (1954). David Hilbert and his mathematical work. Bulletin of the American Mathematical Society, 50, 612–654.
  23. 23. Okada, A., Buckingham Shum, S., & Sherborne, T. (2008). Knowledge cartography: software tools and mapping techniques. London, the UK: Springer Ltd
Pages 36-46

Full text of the article

Links

 http://pptma.dn.ua/index.php/files/150/13-2020/97/4Liashova36-46.pdf

DOI

 https://doi.org/10.31865/2414-9292.13.2020.222837

 

About the journal

The scientific issue “Professionalism of the Teacher: Theoretical and Methodological Aspects” is an educational journal that is dedicated to the problems of training specialists in various fields of study, a wide range of issues of innovative developing modern education and scientific research in this line.