Synergetic Effects Manifestation by Founding Complexes Deployment of Mathematical Tasks on the Chessboard

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Autor/inn/en	Dvoryatkina, Svetlana N.; Karapetyan, Vladimir S.; Dallakyan, Alla M.; Rozanova, Svetlana A.; Smirnov, Eugeny I.
Titel	Synergetic Effects Manifestation by Founding Complexes Deployment of Mathematical Tasks on the Chessboard
Quelle	In: Problems of Education in the 21st Century, 77 (2019) 1, S.8-21 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Creativity; Mathematics Education; Mathematics Skills; Knowledge Level; Games; Problem Solving; Secondary School Students; Foreign Countries; Teaching Methods; Persuasive Discourse; Logical Thinking; Motivation; Reflection; Armenia + Suchen Sie Ihr Suchwort? Kreativität; Mathematische Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Game; Spiel; Spiele; Problemlösen; Sekundarschüler; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; psychologische; Motivation (psychologisch); Armenien
Abstract	The urgency of the problem is due to the insufficient development of theoretical, content-technological and methodological aspects of the integration of mathematical knowledge and chess skills. The manifestations of synergistic effects arising in the course of the integration of mathematical and game chess activity, while resolving uncertainties on the chessboard due to the activation of key components of creativity, have not been sufficiently studied. The synergistic effect of the integration of mathematical knowledge and chess skills is considered from the perspective of the components of theoretical thinking and is evaluated by the student's creative choice in the search for alternative solutions. The purpose of the study is to describe and evaluate the manifestations of the structural components of the creative effect in the context of the introduction of funded complexes of mathematical problems on a chessboard. The hypothesis of the research: theoretical analysis of educational material, reflection and an internal plan of action as comparable processes for solving mathematical problems in terms of implementation substantiate complexes will lead to manifestations of arguments-heuristic, intellectual and logical and motivational components of creative activity. The research assumed the measurement of the manifestations of the structural components of creativity in the context of the introduction of funding complexes of mathematical problems on a chessboard. In the process of identifying the structural components of creativity, psychodiagnostic diagnostics tools were developed for intellectual-heuristic, intellectual-logical, motivational and reflexive aspects, comparative diagnostics were carried out for all structural components, the average level and integral indicators in the control and experimental groups were calculated. The formation of creativity was carried out by developing the ability to argue in the process of solving multi-stage mathematical problems on the chessboard. The choice of cause-and-effect relationships stimulated creative independence and reflexivity, enhancing the manifestations of the synergistic effect. On the basis of internal cognitive consonance, non-standard original ideas were identified; by overcoming emotional instability, the logical component of argumentation was strengthened. The results of the research revealed a positive trend in the key components of creativity in the context of the introduction of a chess game in the process of learning mathematics. In the future, it is possible to upgrade the methodological educational material for the system of inclusive mathematical education. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01