On Specific Character of Mathematical Education Content Selection at Subject-Specialised School

Irina Lovyanova^1,

¹Chair of Mathematics and Methods of Mathematics Teaching, Bogdan Khmelnitsky Cherkassy National University, Cherkassy, Ukraine

Cite this paper:
Irina Lovyanova. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. American Journal of Educational Research. 2013; 1(11):523-527. doi: 10.12691/education-1-11-11

Abstract

The article dwells on the issues of teaching mathematics as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and Soviet school practice are analysed in the article. The differentiation process experience on the high stage of school education in such countries as , and the has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.

Keywords:
a subject-specialised school differentiating education mathematical education directions (vectors) in mathematics training levels of mathematical education in high school succession in education

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Brodsky, Y, "Ways of content renovation in school mathematical education", Matematyka v shkoli, №1, 24-29, 2008.
[2]	Burda, M, "Humanitarian orientation of Mathematics textbooks content", Of international scientific and practical conference, ACMI, Poltava, 2004, 50-52.
[3]	Dubinchuk, Y.S, Slepkan’, Z.I, Sobol’, S.A, Filippova, S.N, "Compulsory results of education prove to be true", Matematika v shkole, №3, 9-10, 1990.
[4]	Law of Ukraine "On general secondary education". [Online]. Available: http://zakon2.rada.gov.ua/laws/show/651-14.
[5]	Koliagin, Y.M, Tkacheva, M.B, Fedorova, N.Y, "Subject-specialization differentiation of mathematics training", Matematika v shkole, №4, 21-27, 1990.
[6]	"Concept of subject-specialised education at high school", Information anthology of Ministry of education and science of Ukraine, № 24, 3-15, 2003.
[7]	"Concept of general secondary education (12-year school)", Information anthology of Ministry of education and science of Ukraine, № 2, 2-22, 2002.
[8]	Maisenia, L.I, Theoretical and Methodical Bases of Development of Students' Mathematical Education: Vocational Secondary Education Level, abstract of dissertation on gaining scientific degree of Doktor of Pedagogy, Minsk, 2013, 56.
[9]	"National Doctrine of education progress of Ukraine in XXI century", Osvita Ukrainy, № 6, 3-9, 2002.
[10]	Samsonov, P.I, Methods of educational course structuring in algebra and basics of mathematics analysis for grades with different subject-specialization: Illustrated by the example of natural sciences specialization, abstract of dissertation on gaining scientific degree of Candidate of Pedagogy, Moscow, 2004, 18.
[11]	Furman, A., "System differentiation of learning: concept, theory, technology," Education and Management, № 2, 13-17, 1997.