Geometric tasks for building in an electronic educational environment as a means of developing students‘ conceptual mental structures: a socio-cultural approach

Podaeva Natalia, Agafonov Pavel A.

In the context of the socio-cultural approach, the problem of developing students ' cognitive mental structures in the process of learning geometry based on a model whose components are presented in the form of blocks is studied. The purpose of the article is to describe the technology of forming students ' generalized ability to solve geometric construction problems in an electronic educational environment focused on the development of conceptual mental structures. The key factor is the transition from subject-oriented teaching of mathematics to instrumental and value-oriented, which corresponds to the transformation of the content area of mathematical knowledge into procedural and contextual. Building tasks, being a fundamentally new form of activity for a teenager, allow you to transform declarative knowledge that provides an understanding of the educational material into procedural knowledge that ensures the assimilation and application of geometric concepts, as well as value-based knowledge that ensures the transfer of value positions and creates conditions for the formation of the value-semantic sphere of the student's personality. The analysis of statistical data confirmed the hypothesis: the student's mastery of the generalized ability to solve problems on geometric constructions in the situation of socio-cultural-oriented learning has a positive effect on the development of his conceptual mental structures.

Keywords:tool-oriented, subject-oriented, value-oriented learning, content, process and contextual areas of knowledge, semantic structures, value-semantic sphere of the individual, understanding, assimilation, application.