Vestnik of Northern (Arctic) Federal University.
Series "Humanitarian and Social Sciences"
ISSN 2227-6564 e-ISSN 2687-1505 DOI:10.37482/2687-1505
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Section: Pedagogics. Psychology The full-text version of the article can be requested through the university’s library. UDC[37.022:51](045)AuthorsSoldaeva Mariya Vladimirovna Postgraduate Student, Faculty of Mathematics, The Herzen State Pedagogical University of Russia; School No. 495 of the Moscow District of St. Petersburg (St. Petersburg, Russia)AbstractThe article examines the holistic approach (philosophical, psychological, pedagogical and historical aspects) to teaching of mathematics. A concept has to be developed in correlation with its volume and content and taking into account the scope and content of compatible concepts (subordinate or partially overlapping). The levels of implementation of the holistic approach to the formation of mathematical concepts are presented.Keywordsholistic approach, concept formation, volume and content of the concept.References1. Markovskaya E.A., Mushtavinskaya I.V., Mylova I.B., et al. Innovatsionnye tekhnologii Peterburgskoy sovremennoy shkoly [Innovative Technologies of St. Petersburg Modern School: A Conceptual Analysis]. St. Petersburg, 2010. 36 p.2. Podkhodova N.S. Formirovanie mezhdistsiplinarnykh ponyatiy (na primere obucheniya matematike) [Formation of Interdisciplinary Concepts (Exemplified by Teaching of Mathematics)]. St. Petersburg, 2006. 3. Frege G. Über Sinn und Bedeutung. Zeitschrift für Philosophie und philosophische Kritik, 1892, pp. 25−50. |
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