Non-Standard Tasks as a Means of Cognitive Interest Developing in Mathematics
https://doi.org/10.31161/1995-0675-2021-15-3-70-75
Abstract
The aim of the article is to demonstrate the role and significance of the use of non-standard mathematical problems as a means of stimulating the purposeful development of a cognitive interest in mathematics in junior schoolchildren.
Methods. Observation, conversation with primary school teachers, study of work experience, analysis and conclusions from the practice of teaching mathematics in primary school.
Results. Specific examples of a number of key non-standard problems with the method of organizing work on them, using the well-known methods and techniques used in the initial course of mathematics, show the effectiveness of non-standard problems in solving the problem of developing a cognitive interest in mathematics among younger schoolchildren.
Conclusion. The systematic and purposeful inclusion of non-standard problems in mathematics training and the promotion of various non-standard ideas and proposals for solving them contributes to the development of a cognitive interest in mathematics among younger schoolchildren.
About the Authors
A. A. Omarova
Dagestan State Pedagogical University
Russian Federation
Russian Federation
Abidat A. Omarova - Ph. D. (Pedagogy), assistant professor, the chair of Theoretical Bases and Technologies Initial Mathematical Education.
Makhachkala
N. G. Magomedov
Dagestan State Pedagogical University
Russian Federation
Russian Federation
Nasrudin G. Magomedov - Ph. D. (Pedagogy), assistant professor, the chair of Theoretical Bases and Technologies Initial Mathematical Education, DSPU.
Makhachkala
References
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Review
For citations:
Omarova A.A., Magomedov N.G. Non-Standard Tasks as a Means of Cognitive Interest Developing in Mathematics. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2021;15(3):70-75. (In Russ.) https://doi.org/10.31161/1995-0675-2021-15-3-70-75
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