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Бетюл Огюр учитель математики ГОУ лицей № 664 «Международный лицей» «Воспитательный потенциал урока математики»
Elementary Education Online
Theory into Practice, 41
Educational psychology
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Бетюл Огюр

учитель математики ГОУ

лицей № 664 «Международный лицей»

«Воспитательный потенциал урока математики»



Целью данной статьи является попытка на опыте лицея № 664 показать воспитательный потенциал урока математики.

Математика выполняет социальную функцию, и учителя, преподавая математику, не только ведут учеников к получению хорошей профессии, но и к подготовке их как граждан, осознающих свою ответственность.

В статье показаны средства, с помощью которых осуществляется нравственное воспитание учщихся на уроках математики: практические занятия, рейтинговая система оценивания знаний, активные методы обучения.


Moral Education Integrated in Mathematics Education in No: 664

Betul Ozgur

Abstract

The purpose of this study is to examine the interdependence of moral education and mathematics education in an international language school. In order to explore relationship between teaching mathematics and providing students with good manners, applied strategies in international school- No: 664 are mentioned.

Introduction

Education includes not only teaching science but also training. Students` achievement in any branch of science depends on lots of variables such as teacher, home environment, class climate, textbook, peer relationship, and teacher-student relationship (Akyuz; 2006). Students` training constitutes a vital role in their education.

Mathematics is a discipline that holds a valued place in the academic curriculums at all levels of education. It proves the truth of an assumption. It never allows a contradiction. Mathematics requires being able to use given information, constructing an algorithm, being on time and being able to come to an end about a problem. These are some good manners that should be given to a student to make her/him manage some problems in her/his life. The aim of teaching mathematics is not only to teach algebra and geometry but also to provide them with a broad view to solve their real life problems.

The students who are interested in mathematics encounter with a detailed, constructivism-based mathematics education in our school. Let me explain our strategy of teaching math in school 664. Math education in our school is based on students` pace and their motivation. As cited in Woolfolk (2004, p. 374), Brophy (1988) described the students’ motivation to learn as “a student’s tendency to find academic activities meaningful and worthwhile and to try to derive the intended academic benefits from them.”. Also interest is a profound reason for motivation and cognitive abilities, so it was seen as a significant predictor of student achievement (Mitchel & Gilson, 1997; Singh et al., 2002). Our aim is to create such an encouraging climate to teach mathematics by using varied materials including messages about common moral values integrated to the topic.

Mathematical concepts and skills are best learned as part of a dynamic process with active engagement on the part of students. Mathematics department in 664 provides some in-class and out-class facilities to realize active engagement. During in-class activities we as math teachers teach the topics by considering social-moral rules. For example applying some pair-share activities provides the students with a communication that requires sharing of responsibility, working in a group and concluding by organizing some different ideas. Students` mathematical thinking skills are improved besides their social-communicative tendency.

And also math related videos are displayed. So the students can connect the mathematical rules with real life situations. Some videos which include interesting topics such as history of math, lives of old mathematicians, math-related comics, especially daily life applications of mathematical rules are used during mathematics lessons. Learners find environments more interesting if they are able to connect the new material to their own lives (Stipek, 2002). With the guidance of the teacher, students draw a conclusion about their social life by connecting with these math related material.

At the beginning of almost each lesson, students are asked some questions about the previous topics. So they learn to study properly everyday. And students are divided in three groups according to their in-class performance. There are a lot of research in our field on children’s` differential ability in mathematics. By taking into consideration this differential ability, each group is given some questions according to their level. To provide their motivation they are given bonus points considering the level of the questions which they solve. This system provides a competition atmosphere but in respect. Teachers build a math curriculum that focuses on active learning, which requires intellectual challenge, and curiosity, which is best, aroused in discussions with other students. By this way, students also learn to force themselves to be successful in a profession. Students, having positive attitudes towards mathematics, will be more likely to continue taking mathematics courses or to pursue careers that involve mathematical thinking skills (Mitchel & Gilson, 1997; Pajares, 2002). Also it is very important to use reward in education. This bonus system is a good way to reward them.

Out of the lessons, students can attend extra lessons to make practice about the topics or they can ask about their questions. We guide our students for Math Olympiads. On Saturdays or after the lessons students and the teachers come together to discuss about the questions to get ready for the Olympiads. Teachers supply guidance to encourage intellectual thinking apart from the lessons also.

Conclusion

Mathematics performs a social function, and by engaging in mathematics teaching, teachers are also involved in a social function. We guide our students not only to make them pursue an academic career related with mathematics but also to prepare them as a citizen who carries out her/his responsibilities.


References


Akyuz, G. (2006). Investigating of The Effect of Teacher and Class Characteristics on Mathematics Achievement in Turkey and European Union Countries. Elementary Education Online, 5(2), 75-86

Brophy, J. E. (1988). On motivating students. In D. Berliner & B. Rosenshine (Eds.), Talks to teachers. New York: NY: Random House.

Mitchel, M., & Gilson, J. (1997). Interest and anxiety in mathematics. Chicago: Annual Meeting of The American Educational Research Association.

Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-142.

Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest and academic engagement. Journal of Educational Research, 95(6), 323-332.

Stipek, D. (2002). Motivation to learn: Integrating theory and practice (4th ed.). Boston: Allyn&Bacon.

Woolfolk, A. (2004). Educational psychology (9th ed.). New York: NY: Allyn and Bacon.