Metaphorical cards as innovative educational technology for students’ social intelligence developing

Platonova, Raisa I.; Vasyukov, Vitaly; Vorozhikhin, Vladimir V.; Akhmadieva, Roza Sh.; Donskova, Lyudmila; Zdanovskaya, Lidia B.

doi:10.18844/cjes.v16i4.6059

Cited by 3 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The introduction of private information methods into the work of an algebra teacher allows increasing students' performance in the subject as a whole (Egara et al, 2022). At the same time, didactic tools and methodological techniques are more effective when they are used in a comprehensive way in mathematics lessons in a combination of methods that ensure the assimilation of subject knowledge and form student's thinking and metacognitive skills (Ozturk, 2021;Platonova et al, 2021;Yang et al, 2011). The combination of methods allows students to master and understand the content (Boaler et al, 2021;Dong et al, 2015).…”

Section: Contribution To the Literaturementioning

confidence: 99%

Classification of open mathematical problems and their role in academic achievement and motivation of students

Utemov

Niyazova

Савина

et al. 2022

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

Problems of developing subject education and science have become more acute during different social changes. The most problematic is the teaching of exact disciplines, including mathematical disciplines (mathematics, algebra, geometry), which form knowledge for working in high-tech industries. It is worth noting that the methodology of teaching mathematics has accumulated a large unsystematized portfolio of new techniques and methods. Thus, open problems aimed at developing students' creativity are used more actively in the lessons. Tasks that require students to use non-standard approaches to the solution affect academic success. But a teacher of mathematics needs to have a classification of problems in the educational process to choose tasks of an open type correctly. In this regard, the article deals with substantiating the classification of open problems for teaching mathematical disciplines and developing methodological guidelines for lessons that help increase learning motivation and academic achievement of students. The leading research methods are the following: observation of teachers' methodological work, talks with teachers, analysis of methodological developments, educational documentation and teachers' surveys. Statistical processing of the results using Wilcoxon W test. In 2020-2021 the authors carried out an experiment with 358 students from 16 classes. Based on its results, the authors of the article have identified a classification of open problems for teaching mathematical disciplines; developed and implemented methodological guidelines for lessons of mathematics that contribute to developing students' creativity in the academic progress. The authors evaluated the effectiveness of using the selected classification of open problems for teaching mathematical disciplines. They concluded about the increase of group motivation among students and academic performance in mathematical disciplines. The practical use of the classification of open problems allows the teacher to differentiate educational problems in mathematics, taking into account the relationship between their logical structure and the level of ability achieved by the student to solve problems in mathematics. Methodological guidelines developed by the authors can be used to help increase the learning motivation and academic achievement of students while preparing for mathematics lessons.

show abstract

Section: Contribution To the Literaturementioning

confidence: 99%

Classification of open mathematical problems and their role in academic achievement and motivation of students

Utemov

Niyazova

Савина

et al. 2022

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…The emergence of migration linguistics, which focuses on issues of linguistic integration, language and educational policy, the study of identity and acculturation and adaptation, is scientifically and socially conditioned. The emergence of migration linguistics was caused by the need to study the dynamic processes in the language, which are a complex of linguistic and extralinguistic factors that influence the formation of migrant, political and educational discourses (Collins, 2015;Beaccoet al, 2017;Coste & Cavalli, 2018;Zheltukhina et al, 2017;Kovtunenko et al, 2018;Zheltukhina, 2019;Zyubina et al, 2019;David, 2020;Chupryna, 2020;Tkáčová et al, 2021;Platonova et al, 2021;Salakhova et al, 2021, etc.). The migrant educational discourse is at the stage of formation.…”

Section: Literature Reviewmentioning

confidence: 99%

Interlanguage interference: Multilevel linguocognitive approach

Тameryan¹,

Zyubina²,

Chupryna³

et al. 2022

View full text Add to dashboard Cite

The article highlights several cognitive, psychological, and linguistic issues, reflecting the problems of the Russian language acquisition by the foreign students in the natural environment. The study is based on modern interpretations of language contacts and the specifics of intercultural communication, multilingualism, and communication studies. The study uses the techniques of a psycholinguistic experiment, a sociolinguistic survey, lexico-semantic and contextual analysis techniques, as well as various approaches to describing speech mistakes because of interlanguage interference. The material for the article was the data of the foreign informants' written survey in the multilingual environment of the host region. In the bilingual Russian-English questionnaire, it was required to justify the choice of the country, the university of study, difficulties in completing educational programs. The survey involved the foreigners who are at different stages of the Russian language acquisition. The main objective of the study was to establish the leading channels of the Russian language perception and to describe the interfering influence of the native languages and dialects of the Hindus, as well as international English, on the language of the host country acquisition. On the text fragments and individual statements, the directions of interlanguage interference were shown, its leading types were identified – phonetic, phonemic, grapheme, morphological and lexical. The role of the English language as an intermediary in the process of the new language acquisition has been established. The performed analysis confirmed the leading position in the sensory system of the auditory perception channel, prevailing over visual perception. There is a tendency to contamination of written and oral speech, compression, and the use of abbreviations; interlanguage interference at the semantic-cognitive, phonetic, phonemic, grapheme, phonemic-grapheme, morphological and lexical levels of the native languages and partially English. The strategy of using Internet translation and literal translation from English into Russian, represented as the author’s text in Russian, is determined. The survey showed that at an advanced level of the Russian language proficiency, the most problematic is the semantic differentiation of single-root lexemes formed prefixally.

show abstract

Leadership and Social Intelligence Relationships in the Educational Space

Belessova,

Issakhanova,

Albytova

et al. 2023

International Journal of Educational Reform

View full text Add to dashboard Cite

The relevance of research into the relationships between social intelligence and leadership in the learning environment is currently very high, especially in the context of the development of learning and teaching approaches in scientific doctrine. Thus, it can be established that the article aims to determine the dependence and consequently the relationship between the category of social intelligence and leadership directly in the educational sphere. To carry out the research and achieve the goal, the paper used various scientific and methodological tools, including functional and systemic approaches, and also the method of analysis and synthesis, comparison, deduction, and generalization. After conducting the research, the article obtained several important results, which, in turn, fully reveal both the theoretical and practical essence of the issue under study. In particular, the first includes the analysis of basic general theoretical concepts, their properties, and attributes, which allowed us to characterize the object of research. The second component focused on the direct interaction and its result, which is reflected in the process of socialization of the subject and his psychological and emotional state. The practical value of the article lies in the fact that its substantive content is an important source for future in-depth study of this issue and can also be used in methodological teaching materials for teachers.

show abstract

Metaphorical cards as innovative educational technology for students’ social intelligence developing

Cited by 3 publications

References 7 publications

Classification of open mathematical problems and their role in academic achievement and motivation of students

Classification of open mathematical problems and their role in academic achievement and motivation of students

Interlanguage interference: Multilevel linguocognitive approach

Leadership and Social Intelligence Relationships in the Educational Space

Contact Info

Product

Resources

About