{"id":18223,"date":"2024-01-25T13:30:40","date_gmt":"2024-01-25T13:30:40","guid":{"rendered":"https:\/\/rbs.lv\/blog\/2024\/01\/25\/kopigs-cels-matematikas-izglitibas-atjaunosanai-un-attistibai\/"},"modified":"2024-01-26T10:18:48","modified_gmt":"2024-01-26T10:18:48","slug":"kopigs-cels-matematikas-izglitibas-atjaunosanai-un-attistibai","status":"publish","type":"post","link":"https:\/\/rbs.lv\/lv\/blog\/2024\/01\/25\/kopigs-cels-matematikas-izglitibas-atjaunosanai-un-attistibai\/","title":{"rendered":"Zakija Sidikai: Kop\u012bgs ce\u013c\u0161 matem\u0101tikas izgl\u012bt\u012bbas atjauno\u0161anai un att\u012bst\u012bbai"},"content":{"rendered":"

Matem\u0101tika ir \u0101rk\u0101rt\u012bgi svar\u012bgs m\u0101c\u012bbu priek\u0161mets visos l\u012bme\u0146os, un tai ir liela noz\u012bme m\u016bsu dz\u012bv\u0113 un sabiedr\u012bb\u0101. Matem\u0101tika ir \u0101rk\u0101rt\u012bgi svar\u012bgs m\u0101c\u012bbu priek\u0161mets visos l\u012bme\u0146os, un tai ir liela noz\u012bme m\u016bsu dz\u012bv\u0113 un sabiedr\u012bb\u0101.<\/p>\n

K\u0101p\u0113c matem\u0101tika?<\/strong><\/p>\n

Katram m\u0101c\u012bbu priek\u0161metam jebkur\u0101 m\u0101c\u012bbu programm\u0101 ir savs m\u0113r\u0137is, un t\u0101ds ir ar\u012b matem\u0101tik\u0101. T\u0101 ir b\u016btiska, lai uzlabotu probl\u0113mu risin\u0101\u0161anu un papla\u0161in\u0101tu kritisko dom\u0101\u0161anu un lo\u0123isko sprie\u0161anu, atkl\u0101jot likumsakar\u012bbas. T\u0101 uzlabo kognit\u012bvo att\u012bst\u012bbu, jo skol\u0113ni tiek motiv\u0113ti dom\u0101t abstrakti un lo\u0123iski, t\u0101d\u0113j\u0101di att\u012bstot vi\u0146u intelektu\u0101lo izaugsmi. Turkl\u0101t t\u0101 pal\u012bdz att\u012bst\u012bt dom\u0101\u0161anas precizit\u0101ti un precizit\u0101ti argument\u0101cij\u0101, veidojot pamatu da\u017e\u0101d\u0101m zin\u0101tnes discipl\u012bn\u0101m. Turkl\u0101t t\u0101 pal\u012bdz att\u012bst\u012bt dom\u0101\u0161anas precizit\u0101ti un precizit\u0101ti argument\u0101cij\u0101, veidojot pamatu da\u017e\u0101d\u0101m zin\u0101tnes discipl\u012bn\u0101m. Var dro\u0161i apgalvot, ka matem\u0101tikas principi ir pamat\u0101 liel\u0101kajai da\u013cai tehnolo\u0123isko sasniegumu, piem\u0113ram, kriptogr\u0101fijai un datoru algoritmiem. T\u0101d\u0113j\u0101di tai ir b\u016btiska noz\u012bme tehnolo\u0123iju inov\u0101cij\u0101 un att\u012bst\u012bb\u0101. T\u0101p\u0113c, ja cilv\u0113ks labi p\u0101rzina matem\u0101tikas r\u012bkus, vi\u0146am paveras pla\u0161as karjeras iesp\u0113jas, piem\u0113ram, in\u017eenierzin\u0101t\u0146u, finan\u0161u, datorprogramm\u0113\u0161anas un datu zin\u0101tnes jom\u0101s. T\u0101pat vi\u0146i izpilda uz\u0146em\u0161anas pras\u012bbas da\u017e\u0101d\u0101s augst\u0101k\u0101s izgl\u012bt\u012bbas iest\u0101d\u0113s, pirms izv\u0113las karjeru.<\/p>\n

Lai risin\u0101tu probl\u0113mu, t\u0101 j\u0101saprot<\/strong><\/p>\n

Lai gan m\u0113s saprotam matem\u0101tikas noz\u012bmi, k\u0101 akad\u0113mi\u0137i un pasniedz\u0113ji esam nov\u0113roju\u0161i, ka matem\u0101tikas rezult\u0101ti un sp\u0113ja to apg\u016bt samazin\u0101s. Lai risin\u0101tu \u0161\u012bs probl\u0113mas, ieinteres\u0113taj\u0101m pus\u0113m (pedagogiem, vec\u0101kiem un politikas veidot\u0101jiem) vispirms t\u0101s ir j\u0101izprot. Pasniedzu finan\u0161u un matem\u0101tikas kursus bakalaura un ma\u0123istrant\u016bras studentiem kop\u0161 2011. gada, Riga Business School k\u0101 R\u012bgas Tehnisk\u0101s universit\u0101tes strukt\u016brvien\u012bb\u0101 – kop\u0161 2018. gada. Manupr\u0101t, da\u017eas izplat\u012bt\u0101k\u0101s probl\u0113mas matem\u0101tikas apguv\u0113 ir \u0161\u0101das:<\/strong><\/p>\n

    \n
  • pamatizpratnes tr\u016bkums, piem\u0113ram, skait\u013co\u0161anas prasmes, j\u0113dzienu un inform\u0101cijas izpratne,<\/li>\n
  • bailes k\u013c\u016bd\u012bties, negat\u012bva pag\u0101tnes pieredze, kas rada p\u0101rliec\u012bbas tr\u016bkumu,<\/li>\n
  • pielieto\u0161anas izpratnes tr\u016bkums, kas izraisa intereses tr\u016bkumu,<\/li>\n
  • gr\u016bt\u012bbas uztvert vizu\u0101los un telpiskos aspektus un uztveres gr\u016bt\u012bbas,<\/li>\n
  • skol\u0113nu skaits uz vienu skolot\u0101ju,<\/li>\n
  • – atsevi\u0161\u0137u matem\u0101tikas skolot\u0101ju kvalifik\u0101cijas tr\u016bkums, attieksme pret m\u0101c\u012b\u0161anos, psiholo\u0123iska reakcija pret pirmo neveiksmi un l\u012bdz ar to matem\u0101tikas trauksmes rad\u012b\u0161anu.<\/li>\n<\/ul>\n

    Protams, t\u0101pat k\u0101 jebkuru citu nozari, ar\u012b izgl\u012bt\u012bbas nozari sk\u0101ra COVID-19, kur\u0101 visas min\u0113t\u0101s probl\u0113mas padzi\u013cin\u0101j\u0101s.<\/p>\n

    <\/strong>Kas b\u016btu j\u0101dara t\u0101l\u0101k?<\/strong><\/p>\n

    Apzinoties probl\u0113mu, mums j\u0101risina \u0161ie jaut\u0101jumi, \u012bpa\u0161i mums k\u0101 Izgl\u012bt\u012bbas jomas p\u0101rst\u0101vjiem.<\/p>\n

    Pirmk\u0101rt,<\/strong> lai uzlabotu pamatizpratni, ir svar\u012bgi iek\u013caut da\u017e\u0101das praktiskas aktivit\u0101tes ar re\u0101liem piem\u0113riem un matem\u0101tisko r\u012bku \u012bsteno\u0161anu, lai skol\u0113ni var\u0113tu tos vizualiz\u0113t un \u012bstenot. Lai k\u013c\u016btu par ang\u013cu valodas k\u0101 otr\u0101s valodas skolot\u0101ju (\u0161obr\u012bd gan visa uzman\u012bba un ener\u0123ija uz finan\u0161u vad\u012bbas un matem\u0101tikas priek\u0161metiem), apguvusi konceptu “Use of Realia\u201d (objektu izmanto\u0161ana m\u0101c\u012b\u0161an\u0101s proces\u0101). P\u0113c \u0161\u012bm m\u0101c\u012bb\u0101m ieguvu CELTA (Certificate in English Language Teaching to Adults awarded by Cambridge Assessment English) sertifik\u0101tu. Es \u0161o konceptu \u012bstenoju matem\u0101tikas m\u0101c\u012b\u0161an\u0101, piem\u0113ram, m\u0101cot mensur\u0101ciju (matem\u0101tikas joma, kas saist\u012bta ar \u0123eometrisko fig\u016bru virsmu un laukumu m\u0113r\u012b\u0161anu). <\/p>\n

    Otrk\u0101rt,<\/strong> lai nov\u0113rstu bailes vai trauksmi no matem\u0101tikas, izgl\u012bt\u012bbas iest\u0101d\u0113s un m\u0101j\u0101s b\u016btiska noz\u012bme ir emocion\u0101li atbalsto\u0161ai m\u0101c\u012bbu videi. Lai risin\u0101tu \u0161o jaut\u0101jumu, vec\u0101kiem pozit\u012bvi j\u0101apsprie\u017e matem\u0101tikas v\u0113rt\u012bbas noz\u012bme un j\u0101nodro\u0161ina atbalsto\u0161a m\u0101c\u012bbu vide. Uztic\u0113\u0161an\u0101s skol\u0113niem pal\u012bdz vi\u0146iem saprast, ka k\u013c\u016bd\u012bties ir norm\u0101li. Turkl\u0101t ir nov\u0113rots, ka vec\u0101ki savas bailes no matem\u0101tikas m\u0113dz net\u012b\u0161\u0101m nodot saviem b\u0113rniem. T\u0101p\u0113c vec\u0101kiem ir nepiecie\u0161ams zin\u0101ms atbalsts, izmantojot izgl\u012bt\u012bbas programmas, ko var\u0113tu pied\u0101v\u0101t politikas veidot\u0101ji. <\/p>\n

    Tre\u0161k\u0101rt,<\/strong> skolot\u0101ju un skol\u0113nu skaita attiec\u012bba ietekm\u0113 izgl\u012bt\u012bbas kvalit\u0101ti un skol\u0113nu m\u0101c\u012bbu pieredzi. Iemesls ir t\u0101ds, ka maz\u0101ka attiec\u012bba veicina individualiz\u0113tu uzman\u012bbu, m\u0113r\u0137tiec\u012bgu skolot\u0101ju atbalstu un efekt\u012bvu klases vad\u012bbu. Esmu nov\u0113rojusi, ka optim\u0101ls skol\u0113nu skaits matem\u0101tikas klas\u0113 veicina liel\u0101ku skol\u0113nu iesaist\u012b\u0161anos, vair\u0101k diskusiju, iev\u0113rojamu probl\u0113mu risin\u0101\u0161anas apjomu un daudz vair\u0101k laika praktisk\u0101m nodarb\u012bb\u0101m. Rezult\u0101t\u0101 uzlabojas skolot\u0101ja un skol\u0113na attiec\u012bbas un skolot\u0101ju individu\u0101l\u0101s m\u0101c\u012b\u0161an\u0101s v\u0113lmes, kas pozit\u012bvi korel\u0113 ar m\u0101c\u012bbu rezult\u0101tu uzlabo\u0161anos. <\/p>\n

    Ceturtk\u0101rt,<\/strong> lai nov\u0113rstu matem\u0101tikas zin\u0101\u0161anu tr\u016bkumu, var organiz\u0113t da\u017e\u0101dus profesion\u0101l\u0101s pilnveides kursus un mentoringa programmas. T\u0101 k\u0101 tagad saskaramies ar Z paaudzi, tehnolo\u0123iju izsl\u0113g\u0161ana no m\u0101c\u012bbu procesa nav iesp\u0113jama. T\u0101p\u0113c izgl\u012bt\u012bbas platformas un lietotnes var izmantot, lai nodro\u0161in\u0101tu interakt\u012bvu saturu un simul\u0101cijas. \u0160im nol\u016bkam man pat\u012bk izmantot Mobius un Aleks platformas, Math 42, Symbollab un PhotoMath. T\u0101 viet\u0101, lai ierobe\u017eotu skol\u0113nus no \u0161o lietot\u0146u izmanto\u0161anas, v\u0113rt\u012bg\u0101k b\u016btu past\u0101st\u012bt skol\u0113niem par to pareizu izmanto\u0161anu un nor\u0101d\u012bt, ka tie ir r\u012bki, nevis alternat\u012bvas. Da\u017ek\u0101rt \u0161\u0101diem r\u012bkiem ir lieli abon\u0113\u0161anas izdevumi, t\u0101p\u0113c politikas veidot\u0101ji var iesaist\u012bties un subsid\u0113t \u0161\u0101dus projektus vai ieguld\u012bt l\u012bdzek\u013cus p\u0113tniec\u012bb\u0101 un att\u012bst\u012bb\u0101 \u0161aj\u0101 jom\u0101.<\/p>\n

    Piektk\u0101rt,<\/strong> univers\u0101la pieeja vairs nedarbojas. T\u0101p\u0113c da\u017ek\u0101rt pedagogiem ir j\u0101dara vair\u0101k nek\u0101 klasiska m\u0101c\u012b\u0161ana, piem\u0113ram, j\u0101veic da\u017e\u0101di uzdevumi vai aktivit\u0101tes, piel\u0101gojot skol\u0113na vajadz\u012bb\u0101m. <\/p>\n

    Visbeidzot,<\/strong> es uzskatu, ka galvenais ir nodro\u0161in\u0101t jautru m\u0101c\u012bbu vidi; ir daudz veidu, k\u0101 padar\u012bt matem\u0101tikas stundas jautras un iesaisto\u0161as. Ievie\u0161ot jaunu t\u0113mu, ir svar\u012bgi praktiz\u0113t, ko var dar\u012bt, savstarp\u0113ji sadarbojoties. \u0160im nol\u016bkam es labpr\u0101t izmantoju sp\u0113les, kuras vi\u0146i var sp\u0113l\u0113t grup\u0101 vai individu\u0101li, piem\u0113ram, Kahoot, Blooket, Bamboozle, Quizlet u. c., kur jaut\u0101jumus un to form\u0101tus var piel\u0101got atbilsto\u0161i grupu vajadz\u012bb\u0101m. <\/p>\n

    Kopum\u0101 ir skaidrs, ka matem\u0101tika ir svar\u012bgs m\u0101c\u012bbu priek\u0161mets, kas pal\u012bdz apg\u016bt da\u017e\u0101dus priek\u0161metus, s\u0101kot no dabaszin\u0101tn\u0113m l\u012bdz uz\u0146\u0113m\u0113jdarb\u012bbai. Tom\u0113r gr\u016bt\u012bbas m\u0101c\u012bb\u0101s pieaug, interese un galu gal\u0101 ar\u012b sasniegtie rezult\u0101ti samazin\u0101s. T\u0101p\u0113c vis\u0101m ieinteres\u0113taj\u0101m pus\u0113m ir j\u0101sadarbojas, lai pal\u012bdz\u0113tu skol\u0113niem. T\u0101d\u0113j\u0101di politikas veidot\u0101ji var pied\u0101v\u0101t da\u017e\u0101das profesion\u0101l\u0101s pilnveides programmas pedagogiem, subsid\u0113t da\u017e\u0101das m\u0101c\u012bbu platformas un ieguld\u012bt p\u0113tniec\u012bbas un att\u012bst\u012bbas iniciat\u012bv\u0101s \u0161aj\u0101 jom\u0101. Vec\u0101kiem nevajadz\u0113tu uzspiest b\u0113rniem savas bailes un neveiksmes, bet gan sniegt atbalstu un iedro\u0161in\u0101jumu. Visbeidzot, skolot\u0101ji var pie\u0146emt inovat\u012bvas m\u0101c\u012bbu strat\u0113\u0123ijas, ieviest jautr\u012bbu stund\u0101s un sniegt individualiz\u0113tu atbalstu izgl\u012btojamajiem. Kop\u012bgiem sp\u0113kiem m\u0113s att\u012bst\u0101mies un uzplaukstam. <\/p>\n

    Zakija Sidikai, Riga Business School finan\u0161u vad\u012bbas un matem\u0101tikas pasniedz\u0113ja<\/p>\n<\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":18222,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[79],"tags":[],"class_list":["post-18223","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-zinas"],"yoast_head":"\nZakija Sidikai: Kop\u012bgs ce\u013c\u0161 matem\u0101tikas izgl\u012bt\u012bbas atjauno\u0161anai un att\u012bst\u012bbai - Riga Business School<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/rbs.lv\/lv\/blog\/2024\/01\/25\/kopigs-cels-matematikas-izglitibas-atjaunosanai-un-attistibai\/\" \/>\n<meta property=\"og:locale\" content=\"lv_LV\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Zakija Sidikai: Kop\u012bgs ce\u013c\u0161 matem\u0101tikas izgl\u012bt\u012bbas atjauno\u0161anai un att\u012bst\u012bbai - 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