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Л.Л. Салехова1, Н.К. Туктамышов
Казанский федеральный университет,
кафедра Математической лингвистики и информационных систем в филологии,
Россия, 420120, г. Казань, Татарстан, 2
е-mail: salekhova2009@rambler.ru

В докладе предполагается рассказать о результатах педагогического эксперимента по формированию элементов иноязычного мышления у студентов-будущих учителей математики,окончивших национальные школы с татарским языком обучения и обучающихся в вузе на русском языке.

We now turn to discussing preliminary results from a teaching experiment in bilingual education using Russian and Tatar in a pre-service mathematics teacher preparation program. The experiment was carried out at the Kazan Federal University in Russia. Tatar is the students’ mother tongue and Russian is used as the second language of instruction.
Mathematical language in Tatar has its own peculiarities, especially at the lexical and grammatical level that is reflected in the special terminology, phraseology and syntax, in terms of lexical and grammatical structure, and in the genre of mathematical texts. For example, there are general syntactic differences between word order in sentences in Russian and Tatar. The main difference lies in the fact that the verb in a Tatar sentence is always written at the end. Another example more specific to mathematics is the difference in the names of fractions in Russian and Tatar. In Russian the value of the numerator is said before the denominator, while in Tatar it is opposite. For example, the fraction 1/2 in Russian is read as "odna vtoraia" (1 over 2), and in Tatar - "ikeden ber" (2 under 1)
Our research is based on the proposition that language and thought interact in the process of learning and teaching mathematics. Accordingly, it can be argued that cognitive mathematical activity is connected to speech activity, and that the learning of content occurs at the same time with mastering the means of expression in the second language. Based on the ideas of Vygotsky (1934) that thought is accomplished in the word, we propose to develop thinking in a second language with the help of speech-intellectual tasks, which can be divided into conceptual- lexical and mathematical tasks (Salekhova, 2007).
Conceptual-lexical tasks provide an opportunity to introduce new concepts and their semantics. The essential feature of this method is for instruction to focus on the moment of ordinary understanding, which must be the result of active cognitive activity. To achieve this goal it is necessary to reveal the concept in the logical development of familiar phenomena and concepts, which summarize the essence of a new concept. Mathematical tasks that are solved in the second language (Russian) within the limits of one theme make it possible to program a number of mental operations in a specific vocabulary. Then, by virtue of question-and-response, the solution of a problem or an algorithm makes it possible to retrace every step in the reasoning of the student. The process of preparing future teachers of mathematics for bilingual schools is divided into 3 stages. At each stage a certain level of bilingualism is formed. Levels of bilingualism in the field of mathematical discourse are defined from considerations of speech as a tool for forming thought by means of native and second languages. Solving of various types of speech-intellectual problems is used as one of the bilingual teaching methods.
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