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Developing Synthetic Competence along Individual Educational Trajectory
( Lazarov Borislav ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.-
The paper presents a kind of case study on the effect of implementation of a general model for building mathematics synthetic competence. The momentous of the individual education with an advanced student are given in narrative style. The concept of mathematics synthetic competence is considered in the context of medial term student`s activity which outcome was a new geometrical construction and some results on it. The Socratic style we adopted allowed having a closer look on the interaction of different types of the student`s knowledge and skills in a new context. Evidences for transfer of knowledge and skills are given. An effective upgrade of the synthetic competence was registered.
Socratic Style Support for Transferability of Math Knowledge and Skills
( Borislav Lazarov ) 한국수학교육학회 2014 뉴스레터 Vol.30 No.5
The transferability of knowledge and skills into another context is an indicator for ?existence or lack of students`` synthetic competence. Two teaching experiments took place in 2010/2011 and 2012/2013 scholastic year to clarify some parameters of the Socratic style teaching, in particular how this approach supports decontextualization of the knowledge and skills in dynamic geometry software (DGS) environment. The experimental groups were of advanced students in upper secondary school. The outcomes were similar for the both groups which give us reason to claim that our findings could have more general application in mathematics education in DGS environment.
Socratic Style Support for Transferability of Math Knowledge and Skills
( Borislav Lazarov ) 한국수학교육학회 2014 수학교육 학술지 Vol.2014 No.2
The transferability of knowledge and skills into another context is an indicator for existence or lack of students` synthetic competence. Two teaching experiments took place in 2010/2011 and 2012/2013 scholastic year to clarify some parameters of the Socratic style teaching, in particular how this approach supports decontextualization of the knowledge and skills in dynamic geometry software (DGS) environment. The experimental groups were of advanced students in upper secondary school. The outcomes were similar for the both groups which give us reason to claim that our findings could have more general application in mathematics education in DGS environment.