The Problem of Forming and Developing Students’ Logical Thinking in the Context of Subject Specialization in Secondary School

Tarasenkova, Nina; Akulenko, Iryna

doi:10.12691/education-2-12b-7

Cited by 3 publications

(2 citation statements)

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“…According to Swestyani et al [4], logical thinking depends on the ability to structure information (by analogy with mental maps), apply inference rules, and use accurate language. Tarasenkova and Akulenko [5] consider the possibility of forming logical thinking of high school students within the study of the elective course "Logic". Researchers offer students the following learning topics: statements and logical operations on them, predicates and logical operations on them, the equivalence of statements and predicates, tautologies, quantifiers, formulas of Boolean algebra, formulas for counting predicates.…”

Section: Analysis Of Scientific Papersmentioning

confidence: 99%

Development of logical thinking of high school students through a problem-based approach to teaching mathematics

Lovianova

Kaluhin

Kovalenko

et al. 2022

J. Phys.: Conf. Ser.

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This article considers the search for new methodological approaches to teaching high school students mathematics that will promote the development of their logical thinking. Based on the analysis conducted by the authors of the study identified an urgent need to develop the logical thinking of students in mathematics lessons through various methods of solving problems. The authors of the article set out to investigate the factors that will ensure the implementation of a problem-based approach to teaching mathematics. These factors include the choice of a certain type of mathematical problem; selection of a method for solving mathematical problems; compiling a system of problems of one type that require the selection of methods for solving them. The authors reveal the introduction of the problem approach as a method of developing students’ logical thinking in the article on the example of solving irrational equations with parameters. The authors of the study explain the value of problems with parameters by the fact that the process of solving them contributes to the formation of students’ research skills. In the study, the authors focused on the analytical method of solving problems with parameters. Structural analysis of problems allowed the authors to formulate the following didactic requirements for the system of mathematical problems such as compliance with the problems of the course content and the principle of gradual increase in complexity; the rational relationship between the logical and heuristic components of educational activities; the presence of ideological and technical complexity, etc. To confirm the effectiveness of the introduction of the problem-based approach to the educational process, as a method of developing students’ logical thinking, an experiment was conducted. The main objectives of the experiment were to identify the level of logical thinking of students; development and implementation in the educational process of a system of problems with parameters in the study of the topic “Irrational equations”, which contribute to the development of logical thinking of students; analysis of the results of the experiment. The obtained results and their statistical processing confirmed significant differences in the levels of development of logical thinking in the control and experimental groups, respectively. This proved the effectiveness of a problem-based approach to teaching mathematics and the development of logical thinking of students.

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Section: Analysis Of Scientific Papersmentioning

confidence: 99%

Development of logical thinking of high school students through a problem-based approach to teaching mathematics

Lovianova

Kaluhin

Kovalenko

et al. 2022

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

show abstract

“…General methodical aspects of teaching proofs of mathematical statements were considered in (Bradis (Healy, & Hoyles, 2000), the methods of designing and teaching proofs in the course of geometry at secondary and high school 13 (Tarasenkova, 2004), the psychological and pedagogical bases of teaching students proofs 14 (Slepkan, 2004), the application of heuristics in search of the mathematical proof method 15 (p.p.193-224 (Tarasenkova & Akulenko, 2013), the development of senior pupils' skills to prove mathematical statements in the process of learning algebra and the principles of analysis 17 (Kugai, 2007), teaching proofs in the in-depth learning of stereometry 18 (Yatsenko, 1999), the formation of students' skills of proving mathematical statements when learning functions in depth 19 (Kirman, 2010), the teaching of the elements of mathematical logic and the theoretical foundations of proof of math statements 20 (Akulenko, & Leshchenko, 2011), and others. Modern researchers focus their attention on benefits and warnings regarding the usage of computers in learning proofs, based on computer experiments in particular 21 (Shirikova, 2014).…”

Section: Introductionmentioning

confidence: 99%