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Continuity in Forming Geometric Representations at Preschool and Small School Age


Author: Pavlenco (Pidleac) Mihaela
Degree:doctor of pedagogics
Speciality: 13.00.02 - Theory and Methodology of Instruction (on disciplines)
Year:2017
Scientific adviser: Ludmila Ursu
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"

Status

The thesis was presented on the 29 August, 2017 at the meeting of the Scientific Council and now it is under consideration of the National Council.

Abstract

Adobe PDF document2.02 Mb / in romanian

Thesis

CZU 37.016.046:51(043.3)

Adobe PDF document 5.37 Mb / in romanian
181 pages


Keywords

continuity in education, preschool stage, primary stage of education, preschool age, small school age, representation, spatial representations, geometrical representations

Summary

Thesis structure: introduction, three chapters, conclusions and recommendations, a bibliography of 206 titles, 115 pages of basic text, 14 figures, 11 tables and 20 appendices. The results of research are published in 15 scientific and methodological papers and articles.

Field of study refers to methodology of teaching the mathematics at preschool and primary stage and reflects the problem of continuity in forming geometrical representations to these two steps.

The aim of research consists in theoretical substantiation, elaboration and experimental validation of framework model that ensures the continuity in forming geometrical representations at preschool and primary stage of education.

Objectives of the research: determining the epistemological resources of the process that ensures continuity in forming geometrical representations at preschool and primary stage of education; elucidating the grade of achievement the continuity in forming geometrical representations at preschool and primary stage of education in context of the current educational policies and strategies of the Republic of Moldova; highlighting the types of geometric representations priority to preschool and small school ages; setting up an unitary model to process of forming the geometrical representation at preschool and small school ages; elaboration, substantiation and experimental validation of a framework model of process ensuring the continuity in forming the geometrical representations at preschool and primary stage of education.

The novelty and originality of the research is the specification of basic concepts: continuity in education, continuity between levels of the education, geometric representations; achieving a typology of geometrical representations according to different criteria and highlighting the priority of geometrical representation from concerned ages; conceptualization the framework model of process ensuring the continuity in forming the geometrical representations at preschool and primary stage of education and establishing the methodological resources for his implementation; elaboration of an university course Continuity in forming the elementary mathematical representations in preschool and primary education.

The scientific significant problem solved in the research supposed streamline the process of training the geometrical representations at children and pupils of small school age, realized by using the framework model of process ensuring the continuity in forming the geometrical representations at preschool and primary stage of education, which has led to the annihilation of discontinuities between the targeted stages on the dimension of geometric representations.

The theoretical significance of the research consists in holistic approach of ensuring the continuity in training the geometric representation between preschool and primary stage of education; elucidation the relationships between geometric and spatial representations; classification the geometric representations according to different criteria and highlighting the types of geometric representations priority for target ages; creating an effectively framework model to ensuring the continuity in forming the elementary mathematical representations, including geometrical representations, at preschool and primary stages of education.

The practical value of the research is expressed through ensemble of educational tools concentrated in the framework model to the process of ensuring the continuity in forming the geometrical representation at preschool and primary stage of education, which allowed various options to realize it in practice and gives it a flexible character and development prospects. The research results are used in the initial and continue forming at UPS "Ion Creangă", in preschool and primary stage of education.

Implementing the results was carried out in one pedagogical experiment conducted on a sample of 157 subjects from villages Colicăuți, Trebisăuți, Tabani, Caracuşenii Vechi, district Briceni and from nursery - school nr.199 from Chișinău. At the beginning of the experiment these were the children from the preparatory group, and finally – pupils from first class.

Approval of scientific results was achieved in meetings Department of Educational Sciences, UPS "Ion Creanga", in 6 theses from national and international conferences, in 6 articles from scientific magazines, in 3 articles from Annals of PhD students, UPS "Ion Creangă" and in the councils of teachers from institutions involved in the experiment.