Studies about zones of proximal mathematical development and methods of developmental teaching of Mathematics

Abstract

Abstract The work develops the doctrine of the zones of the nearest mathematical development in the education seekers, reveals their content, substantiates the classification basis, and establishes typological characteristics. The structural and functional features of the studied phenomenon are represented by the principle of developmental continuity of Mathematics education and the task structure of educational and mathematical activities. In this way, compliance with the deductive essence of Mathematics was ensured, and emphasis was also placed on the phenomenological characteristics of mathematical abilities – the ability to generalize the content of mathematical education. Taking into account the established zones of the nearest mathematical development of the students of education, using the system approach and the modeling method, a theoretical-probabilistic methodical model of the developmental teaching of Mathematics was built, and the content of its stages was revealed. It was established that the method of developmental teaching of Mathematics involves the following stages: determination of areas of actual mathematical development; creation of areas of proximal mathematical development; transformation of zones of the nearest mathematical development into zones of actual mathematical development; designing the zones of the nearest mathematical development in the education seekers. Taking into account the problem raised in the work, the results of a pilot study on the manifestations of mathematical abilities of education seekers, significant factors of their development, as well as the effectiveness of the methodology of developmental teaching of Mathematics were experimentally verified.