ABOUT THE SELF-MANAGEMENT OF SOLVING MATHEMATICAL PROBLEMS AND POSSIBLE ITS FORMATION

To the action of self-control is now brought to the attention of Methodists. There are different types of tasks and format of the lessons that contribute to the development of self-control. It seems that the issue of self-control should be considered on the basis of a common position of educational psychology. Self-control in various psychological theories of thinking and learning is viewed from different angles. In the theory of gradual formation of mental action of self-control is seen as a stage in the implementation of monitoring, as the transition from external control to the internal development of when a certain level of material. This theory is considered as verification checks, adjustments to the performance by using the indicative framework action. The need for control is not necessary when the subject can monitor itself, consciously or unconsciously. Unconscious self control, if the action is automated, brought to the skill.

In some theories, studying the process of thinking, self-control is seen as the regulation of cognitive activities, as comparisons of intermediate results with expected final and intermediate objectives that makes the subject itself because the sample for comparison. According to these theories, the thinking process consists not only of operation analysis and synthesis and their derivatives, but includes generation needs, goals, meanings. Self-control, according to these theories is carried out both at the stage of receiving ideas, action plan and its implementation phase [2].

There is another interpretation of monitoring as diagnosing the level of mastering the material [3]. As such levels can be allocated to knowledge – understanding – application. Both control and camokontrol′, is carried out by means of specially written tasks-tasks corresponding to a particular level of learning.

Look at how selected points of view on self-control, reflected when solving mathematical problems. We understand the challenge in the broadest sense, as the objective, this under certain conditions. Any question, any assignment under this understanding are priority.

When solving any mathematical tasks occur, indicative framework action-task analysis and plan of action. The performance of the action plan-implementation of decisions and actions of verification – checking the response and investigation of solution.

What is the self-monitoring analysis task conditions? When analyzing the conditions are known, the following activities are selecting data and requirements, clarifying the meaning of terms, select objects, situations and values. And their characteristics, simulations using spreadsheets, drawing a brief recording conditions.

The self-control by retelling the text in your own words, tasks to determine whether or not forgotten this, every word in the text is understood. If the condition is modeled by drawing tasks, schedules, check whether the individual has had in this model. In order to check whether the condition can be understood to recommend to restore text to short-circuiting, models, drawings.

All of this activity is to find out what the task is understood correctly, the task structure is allocated and is held in memory. This is achieved by teaching students to analyze conditions. When proposing hypotheses about the possible solution of self-control is that crucial need to prove to yourself that the choice of direction is made correctly: that with the help of selected theorems, definitions, rules of admission, you can bring the task to its logical conclusion; that fits a specific type for which there is a requirement that the heuristic allows to schedule the task. If the situation cannot be justified under the known technique, if used heuristics enters a deadlock, it is necessary to abandon the proposed plan and to continue the analysis of the conditions and bringing new ideas.

Is it possible to educate students on the stage of self-control?

Self-monitoring activities at the stage of problem solving plan search you can train, uncovering these activities, showing how the teacher comes out of embarrassing situations. Encountered in finding a solution to the problem.

The implementation phase of activity of decisive solution was to apply selected heuristics, methods, rules, definitions, and self-control is a step-by-step, post-operation self-control.

The previously listed stages of the challenge of self-control is a natural component of search engine neotryvnaâ, which may or may not be realized.

The final step is the task of verification and investigation of solution obtained special status phase.

Teaching methods in mathematics are different forms of self-control, conducted after the completion of realization of the plan. Here are examples of such forms. Using a private event. For example, if you received some numerical inequality solutions span, you can check out some of the specific value of the variable from this period.

1. matching the dimension of the response to the task. For example, when finding ways to speed value is multiplied by the value of time.

2. Check the symmetry of response when the task in terms of some data are symmetrical. For example, if the system equations, symmetrically to the variables, and the values of various variables found to be equal.

3. Check the answer to common sense. For example, true speed may not be equal to 15 km\/h, the number of working couldn't be fractional.

4. using a rough estimation. The data roughly rounded, and it turns out the possible result.

5. check with an inverse or by using another method.

6. text Validation tasks solved by writing the equation in meaning. This requires that all interim values that appear in the course of solving a problem, would have a meaningful variable value when received.

Forms of work, promoting self-control:

• Use of CSR (collective ways of training); • Writing of independent work, followed by a comparison with the sample; • Correction of incorrectly performed actions using rules, regulations, theorems, definitions.

Литература:

1.Вигоградова Л.В. Методика преподавания математики в средней школе/ Вигоградова Л.В. - ростов н/Д.: Феникс, 2005. – 252 с.: ил. – (Здравствуй школа!).

2. Рогов Е.И. настольная книга практического психолога в образовании. М.: Владос, 1995.

3.Гладкий А.В, как работать с одаренными детьми.// математика в школе.1993.№2.

4. Саранцев Г.И. методика преподавания математике в школе :Учеб. Пособие для студентов мат. спец. пед. вузов и ун-тов / Саранцев Г.И. – М.: Просвещение, 2002. – 224 с.: ил. – ISBN 5-09-010148-5