Monitoring the Students’ Cognitive Interest in Math Class

Akulenko I. A.^1, and Vasilenko I. O.²

¹Bohdan Khmelnytsky National University of Cherkasy, Cherkasy, Ukraine

²Cherkasy Medical College, Cherkasy, Ukraine

Cite this paper:
Akulenko I. A. and Vasilenko I. O.. Monitoring the Students’ Cognitive Interest in Math Class. American Journal of Educational Research. 2015; 3(12B):6-10. doi: 10.12691/education-3-12B-2

Abstract

The article highlights one of the methods of measuring cognitive interest of the secondary schoolchildren in learning Mathematics and the results of its practical application. As a result of questioning pupils, there have been differentiated the factors influencing the interest in learning Mathematics. They are: understanding the course material, the complexity of the course material, the duration of mastering the uniform course material, the amount of the course material. It has been found out that the interest tends to spread from a teacher to a student, or from a student who displays a genuine interest to other students.

Keywords:
cognitive interest training course materials mathematics student teacher result

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/

Figures

References:

[1]	Leont'ev, A. Needs, motives and emotions, Moscow, Pedagogy, 1984, 288.
[2]	Smirnova, I. “On the measurement of interest at mathematics lessons”, Mathematics at school, 5, 56-58, May, 1998.
[3]	Bibik, N. Formation of primary school students’ cognitive interest, Kуiv, IZMN, 1997, 92.
[4]	Garifullina, I. Pedagogical conditions of the younger schoolchildren informative interest’s development in cooperation with nature, Surgut, 2003. 16.
[5]	Tarasenkova, N. The theoretic-methodical principles of using of the sign and symbolic means in teaching mathematics of the basic school students, Cherkasy, 2003, 630.
[6]	Grebennikovа, O. Project activity as the means of the development of high school students’ cognitive interests, Veliky Novgorod, 2005, 22.
[7]	Druz, Z. Nonstandard tasks as the means of stimulating senior pupils’ cognitive interests, Kyiv, 1997, 24.
[8]	Egulemova, N. Modification of geometric problems as the means of the primary pupils’ informative interest’s development, Eagle, 2003, 18.
[9]	Zhytyenova, N. Formation of the cognitive interest of students of 7-9 forms in learning the natural-mathematical subjects with computer support, Kharkiv, 2009. 265 p.
[10]	Kuhar, A. Formation the cognitive interest to in studying mathematics at 4-7 forms, Kуiv, 1984, 191.
[11]	Shumyhay, S. Development of the secondary schoolchildren’s cognitive interest to mathematics by the means of history of the science, Kуiv, 2013, 274.
[12]	Lopez, B., Frederick, G., Lent, R., Brown, W., Steven, D. “Role of social-cognitive expectations in high school students’ mathematics-related interest and performance”, Journal of Counseling Psychology, 44 (1), 44-52, Jan, 1997.
[13]	Akulenko, I. “The history’s elements role in the formation of students’ mathematical experience”, Didactics of mathematics, 31, 100-105, 2009.