Основные условия развития математической речи школьников в процессе билингвального обучения

• Published in: The Education and science journal
• Main Authors: Salekhova, L. L., Spiridonova, N. I., Салехова, Л. Л., Спиридонова, Н. И.
• Format: Article in Journal/Newspaper
• Language: Russian
• Published: Российский государственный профессионально-педагогический университет 2019
• Subjects: BILINGUAL CHILDREN; POLYLINGUAL EDUCATIONAL ENVIRONMENT; UNDERSTANDING; BILINGUAL EDUCATION IN MATHEMATICS; COMMUNICATIVE QUALITIES OF MATHEMATICAL SPEECH; MATHEMATICAL LANGUAGE; DEVELOPMENT OF MATHEMATICAL SPEECH; SPEECH ABILITIES; NATIVE LANGUAGE; LANGUAGE OF EDUCATION; ДЕТИ-БИЛИНГВЫ; ПОЛИЛИНГВАЛЬНАЯ ОБРАЗОВАТЕЛЬНАЯ СРЕДА; ПОНИМАНИЕ; БИЛИНГВАЛЬНОЕ ОБУЧЕНИЕ МАТЕМАТИКЕ; КОММУНИКАТИВНЫЕ КАЧЕСТВА МАТЕМАТИЧЕСКОЙ РЕЧИ; МАТЕМАТИЧЕСКИЙ ЯЗЫК; РАЗВИТИЕ МАТЕМАТИЧЕСКОЙ РЕЧИ; РЕЧЕВЫЕ УМЕНИЯ; РОДНОЙ ЯЗЫК; ЯЗЫК ОБУЧЕНИЯ; Sakha; Yakutia; Yakutia Republic
• Online Access: https://elar.rsvpu.ru/handle/123456789/29483; https://www.edscience.ru/jour/article/view/930; https://www.scopus.com/record/display.uri?origin=resultslist&eid=2-s2.0-85062573111; https://doi.org/10.17853/1994-5639-2018-2-60-87

Introduction. Many teachers and methodologists note that children, especially at the first step of education and at the initial stage of the secondary school, often can not fully understand and precisely express in oral and written forms their thought and information which is presented in mathematical texts. In the process of mathematical education of the bilingual pupils of younger and middle school age studying at schools with teaching national (native for them) and Russian (state) languages, this task becomes complicated even more since children do not possess the so-called control mechanisms to switch from one language into another as well as speech and thought processes are generally operated in the native language. The aim of the present publication is to determine the main conditions for the development of the mathematical speech of the bilingual students. Methodology and research methods. The research was carried out with a support on activity and personality oriented approaches in education. The research methods involved: analysis of psycho-pedagogical and educational-methodical literature; observation of the process of education in Mathematics of the bilingual students; questioning of school students and teachers; conversations with the respondents. Results and scientific novelty. The close interconnection of the processes of the development of mathematical speech and mathematical thinking is demonstrated, wherein a connective component of speech and thinking is perception of the meaning of the educational material by pupils. The stages of formation of the mathematical speech of pupils and non-language abilities which have to be acquired in the course of bilingual education in mathematics are described. The set of basic communicative qualities for assessment of formation level of the mathematical speech of pupils is designated. On the example of the activities of national schools of the Sakha (Yakutia) Republic, the problems existing today in bilingual education are revealed. One of them is the fact ...