TEACHING FUTURE MATHEMATICS TEACHERS BASED ON A CONTEXTUAL APPROACH

Аннотация

INTRODUCTION identified with the formation of students’ There are various methodological approaches to reactions, i.e. They view learning as the explaining the essence of learning. Of the foreign development of the ability to react in a certain way concepts, the most common ones that reveal the to certain situations, and not as the development of mechanisms of teaching are behavioristic and the ability to act or think. Thus, a person’s pragmatic theories. Behavioral theory has become conscious activity in the learning process is widespread in pedagogical practice in the USA and explained not by mental, but by physiological many European countries. Its adherents consider processes. all phenomena of mental life as a set of acts of behavior. They identify the psyche of man and Conscious actions of students are replaced by animals, reducing all complex life activity to the purely reflexive ones. Behaviorists see the formula “stimulus - response”. difference between humans and highly organized animals in the fact that they can be influenced by From their point of view, the learning process is secondary, verbal stimuli, to which responses also the art of controlling stimuli in order to cause or occur. Unlike behaviorists, pragmatists reduce prevent certain reactions, and the learning process learning only to expanding the student’s personal is a set of reactions to stimuli and stimulating experience in order for him to adapt as best as situations. The development of consciousness is possible to the existing social system. Education https://www.theamericanjournals.com/index.php/tajssei 68 THE USA JOURNALS THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X) VOLUME 06 ISSUE06 can only contribute to the manifestation of the knowable. Cognition is a reflection of reality in capabilities inherent in a person from birth. consciousness, active mental and emotional Therefore, his goal is to teach the child to live. And activity, the result of which is knowledge, this means adapting to the environment, satisfying generalizations in the form of theories, laws, personal interests and needs without focusing on scientific concepts. The dialectical path of the social environment, based on subjectively cognition of truth, objective reality goes from living understood benefits. contemplation to abstract thinking and from there to practice. In accordance with these views, pragmatists argue that learning is a purely individual process. They In the process of living contemplation, i.e. through do not consider it necessary to develop systematic sensations, perception, active study of objective knowledge, skills and abilities, and therefore deny reality, certain ideas arise about certain the scientific basis of curricula and programs. phenomena and objects. These ideas provide the Pragmatists belittle the importance of the teacher basis for generalizations. in the learning process, assigning him the role of an Abstract thinking makes it possible to establish the assistant and consultant. For them, the main general characteristics of cognizable phenomena, mechanism and, accordingly, the method of to assimilate concepts, judgments, conclusions, acquiring knowledge, skills and abilities is and to establish significant, necessary, stable “learning through doing,” i.e. performing practical connections between phenomena, i.e. derive tasks and exercises. In addition to behaviorism and certain laws and patterns. All these provisions of pragmatism, there are other theories of learning. epistemology are directly related to educational Some of them reject both the physiological and knowledge. Teaching is always associated with psychological foundations of the educational cognition. The task of teaching is to ensure that the process, reducing it only to the reactions occurring laws of nature, the development of society and in the student’s soul. They either do not explain the human mental processes become the property of mechanism for acquiring knowledge, skills and the consciousness of students. There are many abilities, or reduce it to intuition, insight, similarities between cognition and learning. The discretion, etc. Existentialism and neo-Thomism student also learns about the world around him. have this orientation, which belittle the role of Teaching, therefore, can be considered as a variety, learning and subordinate intellectual development a unique form of knowledge. to the education of feelings. However, there are significant differences between The explanation for this position comes from the cognition and learning: assertion that only individual facts can be known, • knowledge is a socio-historical category. Over but without their awareness, without taking into many centuries, scientists have discovered many account the interconnection of patterns. There are patterns in the development of nature, society and other approaches to explaining the learning human thinking. This means that scientists learn mec