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Model of Forming Mathematical Notional-Terminological Apparatus in Elementary School Children

Model of Forming Mathematical Notional-Terminological Apparatus in Elementary School Children
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Author(s): Sabirova Elvira Gilfanovna (Kazan (Volga Region) Federal University, Russia)and Milyausha Yakubovna Ibragimova (Kazan (Volga Region) Federal University, Russia)
Copyright: 2019
Pages: 12
Source title: Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication
Source Author(s)/Editor(s): Elena A. Railean (Siberian Federal University, Russia & Moscow State Pedagogical University, Russia & Free International University of Moldova, Moldova)
DOI: 10.4018/978-1-5225-7853-6.ch020

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Abstract

Terminology is one of the constituents of the scientific knowledge system. Mastering terminology means to learn the extent and content of notions, and also to use these terms in work. The problems of terminology formation were studied by Bogoyavlensky, Galperin, Talyzina. In the studies of Vygodsky, the inner speech derives from conversational speech in a way of changing its function and consequently its structure. Though there has not been developed complete methodic conception of forming terminology apparatus in children, the chapter is intended to describe a model that forms mathematical terminology apparatus in the process of teaching. The main methods of studies were psychology literature analysis, educational process analysis (teaching mathematics), watching and testing elementary school children in Russia.

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