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ON THE QUESTION OF ETHNOCULTURAL ASPECT IN TEACHING MATHEMATICS: THE EXPERIENCE OF THE SAKHA REPUBLIC (YAKUTIA)

Motrena Dyachkovskaya, A. Argunova, V. Efremov, N. Argunova

Abstract

Authors analyze the current situation connected with planning, development and realization of ethnocultural aspect in teaching mathematics in national schools of the Sakha (Yakutia) Republic. The mathematics teachersВ’ task at schools with the Yakut, Evenki, Even, Dolgan, Chukchi and Yukaghir ethnocultural component is not only to transfer to pupils the knowledge of the subject, but also to form the understanding of mathematics as part of universal culture. Experience of holding a competition of methodological developments of teachers with ethnoregional contents as stimulants of professional growth, methodological skills, satisfaction of need for research activity is described. Authors consider his results and prospects. Preparation and holding competitions is not only an effective form of increase in pedagogical skill of teachers, but also the means of their creative self-realization helping to create the creative atmosphere with collective, and it is a necessary condition for favorable development of personal and professional qualities of the teacher. Methods of research: Authors of this article investigate the problem of development of ethnocultural aspect in the republic and use theoretical methods of research: studying of scientific literature, the analysis of researches in the field of regionalization of mathematical education; methods of studying and synthesis of the best pedagogical practices. Discussions: Competitive works were discussed at the XXII scientific and practical conference of teachers-researchers devoted to M.A. Alekseev's memory. Results: We have found out that at schools of the republic they differently put and solve the problem of realization of ethnocultural aspect. The certain experience which needs judgment is accumulated in this field. By results of a competition the collective monograph devoted to these current social, pedagogical and methodological problems was published.

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