Developing students' motivation for learning through practical problems in school

Abstract

This paper is an extension of work originally presented in the 19th International Conference on Computer Supported Education and Information Technology. This paper identifies motivational factors that ensure the initiation and effective implementation of mathematical activity. These factors are in subordination to each other, forming a hierarchical dependence. At the heart of this hierarchy is the practical need for solving problems from real-life practice. In order to actualize this need, a number of approaches are proposed, each of which manifests itself differently at various stages of teaching mathematics at school. At the first stage, the task material is intended, in the main, only to stimulate the consideration of certain mathematical problems. It also initiates to some extent the activity procedures inherent in reality through observation and experiment. At the same time, the emphasis in teaching is on solving problems of calculation, measurement, tracing, construction, cutting, etc. At the next stage, the main emphasis is on the possibility of using a mathematical tools in the study of related disciplines. It introduces elements of mathematical modelling of real-life states and processes, which can be carried out on the basis of solving various textual problems. At the final stage, the dominant focus the vocational guidance function of practice, the mathematical knowledge for successful implementation of future professional activity. Such awareness can be provided, in particular, with the help of pseudo-real applications from the relevant professional field. In this paper the authors also provides examples supporting each stage.