The integrated formation of the mathematical and scientific competence in geography lessons within basic secondary education
Abstract
The purpose of this article is to analyze the integration of the mathematical and natural competence formation in students during the study of geography in institutions of general secondary education.
The basic material. As part of the combination of mathematical competence with any subject, including geography, it is important to understand how to perform numerical operations, work with geometric objects in space and on a plane, as well as establish spatial relationships between objects in the environment. It is also important to solve problems, especially a practical one, to build mathematical models of objects, processes, and phenomena. It`s also important to analyze and forecast the development of social phenomena, etc.
The integration of natural and mathematical competence of students is expressed in the following signs: holistic understanding of the world; definition of a range of problems that can be solved using mathematical methods; logical thinking, performing actions according to an algorithm, justifying one’s own actions; the ability to use mathematical terms, symbolic and graphic information; the ability to orientate on a plane and space; the ability to measure and calculate values in life situations.
Solving problems and performing tasks of a creative or exploratory nature organizes the creative level of students’ cognitive activity. If we consider the analysis of the problem itself, the search for ways to solve it, and the solution itself, this is all a creative process that makes it possible to raise students’ interest in the educational material.
The teacher can transform and form a scientific view in students, as well as establish interdisciplinary connections between subjects, considering the activity approach, which is also emphasized by the «New Ukrainian School».
Conclusions - the integration relationships of geographical and mathematical competences are very strong, but to form the necessary geographic subject competences, a geography teacher must have a sufficiently high level of the mathematical competence. Analyzing the educational (model) program in geography, updated in 2022, we can establish that most often the mathematical competence of students of grades 6-11 is formed precisely within the frame of practical work. In general, it was calculated that for all courses it is 23 practical works. Based on the analysis of the list in the educational and modular programs, we can note that research topics include mathematical calculations, statistical analysis, etc. in the 6th, 8th, 10th, and 11th grades.
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References
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