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The introduction to the dissertation gives a rationale for the issue’s topicality and sets out the research concept. The first chapter examines the theoretical formulations of the subject being researched. The second chapter presents the methodology for learning geometrical knowledge. The third chapter includes an analysis of the third-year geometry curriculum in Bulgaria, Russia, Ukraine, Germany, USA, Greece and France. The fourth chapter presents the variational model of problems and exercises for teaching geometry to 9-10 year old pupils. It also describes the study’s methodology and organisational parameters. The fifth and final chapter analyses the results obtained from the research. The closing part sets out the conclusions and summaries, as well as the contributions of the dissertation. The variational model used to teach geometry to 9-10 year old pupils contains 104 problems (31 introductory problems and 73 confirmatory problems), divided into 11 topics. Those 11 topics deal only with geometry. The problems and exercises included in the model complement the geometry learning material established as part of the third-year curriculum. The contributions of the dissertation include an analysis of third-year geometry content in current textbooks in Bulgaria, with a total of 480 geometry problems. The geometry learning material in third-year textbooks from Russia, Ukraine, Germany, USA, Greece and France, with a total of 652 problems, has also been analysed; development and evaluation, with the help of 149 pupils from different schools (in different types of populated areas), of an original variational model of teaching geometry to third-year students; development and evaluation of a diagnostic toolkit used to assess the mathematical knowledge of third-year pupils; preparation of a questionnaire (self-assessment card) to find out how well pupils think
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