Open Journal Systems

CONSTRUCTION OF NEGATIONS IN THE CONTEXT OF CRITICAL THINKING FOR PRIMARY SCHOOL

Anita Sondore, Elfrīda Krastiņa, Pēteris Daugulis, Elga Drelinga

Abstract

In the modern study process it is important to teach pupils critical thinking and involvement in decision making. Formulation of negations and construction of counterexamples is one of the ingredients of critical thinking which are stressed in the new project of the mathematical standard for primary school „Skola 2030” in Latvia. The goal of this study is to analyze experience and skills of primary school pupils and students of teacher study programs, which are related to the ability to formulate negations and counterexamples. A qualitative and quantitative analysis of questionaire answers given by pupils and future teachers is performed in this study. Results of this study show that pupils make mistakes constructing negations and counterexamples. Teachers also have problems constructing correct assertions. These observations should stimulate universities to pay attention to teacher preparation in this sense. Teachers should teach correct usage of the negation operation at different levels of difficulty and correct construction of counterexamples.

Keywords

counterexample; critical thinking; logical; negation; operations; statement

Full Text:

PDF

References

Blanco, E., & Moldovan, D. (2011). Some Issues on Detecting Negation from Text. Proceedings of the Twenty-Fourth International Florida Artificial Intelligence Research Society Conference, 228.-233. Pieejams: http://www.cse.unt.edu/~blanco/papers/issues_detecting_negation.pdf

Cīrulis, J. (2007). Matemātiskā loģika un kopu teorija. Rīga: Zvaigzne ABC.

Daugulis, P. (2001). Diskrētā matemātika. Rēzekne: Rēzeknes augstskolas izdevniecība.

Drelinga, E., & Krastina, E. (2014). Evaluation of the Process and Outcomes of Junior School children's Project Work. Procedia-Social and Behavioral Sciences, 116, 2841-2846.

IAC (2008). Pētījums par kritiskās domāšanas attstīstīšanas pieejas izmantošanu izglītības sistēmā – ietekme un efektivitāte Latvijā. Izglītības attīstības centra (IAC) projekts. Pieejams: http://arhive.iac.edu.lv/assets/Uploads/Materiali/Kritiska-domasana-web.pdf

Geske, A., & Grīnfelds, A. (2006). Izglītības pētniecība. Rīga: LU Akadēmiskais apgāds.

Jacob, S. M. (2012). Analyzing critical thinking skills using online discussion forums and CCTST. Procedia-Social and Behavioral Sciences, 31, 805-809.

Kalnača, A. (2014). Nolieguma un modalitātes attieksmes. Valoda: nozīme un forma 5. Opozīcijas sintaksē un semantikā. LU HZF Latviešu un vispārīgās valodniecības katedras rakstu krājums; Rīga: LU Akadēmiskais apgāds, 72-79. Pieejams: http://www.academia.edu/11906290/Nolieguma_un_modalit%C4%81tes_attieksmes_Relations_between_negation_and_modality

Kangro, I. (2010). Studentu matemātiskās domāšanas attīstība profesionālās kompetences veidošanās procesā. Promocijas darbs Doktora zinātniskā grāda iegūšanai pedagoģijā. Pieejams: https://dspace.lu.lv/dspace/bitstream/handle/7/4881/37791Ilmars_Kangro_2010.pdf?sequence=1

Karshner, D. L. (2014). Be a critical thinker: hone your mind to think critically. Bullen Publishing Services.

Mārtinsone, K., &Pipere, A. (2011). Ievads pētniecībā: stratēģijas, dizaini, metodes. Rīga: RAKA.

Morou, A. P., & Kalospyros, N. A. E. (2011). The role of logic in teaching, learning and analyzing proof. Pieejams:

http://www.cerme7.univ.rzeszow.pl/WG/1/CERME7_WG1_Morou&Kalospyros.pdf

NVE (2015). New Vision of Education. World Economic Forum. Geneva. Pieejams: http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf

Paul, R., & Elder, L. (2006). The miniature guide to critical thinking: Concepts and tools. Dillon Beach CA: The Foundation for Critical Thinking.

Raven, J., & Stephenson, J. (Eds.) (2001). Competence in the learning society. New York: Peter Lang.

Rubene, Z. (2008). Kritiskā domāšana studiju procesā. R.: LU Akadēmiskais apgāds.

Rubene, Z. (2006). Kritiskās domāšanas aktualitāte augstākās izglītības reformu kontekstā. R.: LU Raksti Pedagoģija un skolotāju izglītība, 700, 9. – 17.

Salīte, I. (2002). Teachers’ Views on the Aim of Education for Sustainable Development. Journal of Teacher Education and Training, 1, 68–80.

Sondore, A., Krastiņa, E., Daugulis, P., & Drelinga, E. (2017). Improving mathematical competence in primary school to enable skill transfers in new situations. Society. Integration. Education. Proceedings of the International Scientific Conference. Volume II, May 27-28, 330-342.

Sondore, A., Krastiņa, E., Daugulis, P., & Drelinga, E. (2016a). Pamatjēdzienu izpratne skolas matemātikas kompetenču apguvē. Society. Integration. Education. Proceedings of the International Scientific Conference. Volume II, May 27-28, 330-342.

Sondore, A., Krastiņa, E., Daugulis, P., & Drelinga, E. (2016b). Usage of logical connectives in school mathematics. Proceedings of the 17th conference „Teaching mathematics: retrospective and perspectives”, 123-131.

Skujiņa, V. (2007). Valodniecības pamatterminu skaidrojošā vārdnīca. Rīga: LU Latviešu valodas institūts.

Su, H. F., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. Journal of Research in Education and Science (IJRES), 2 (1), 190-200.

Zilgalve, E. (2017). Ne un nē sintaktisko un semantisko funkciju sastatījums. RES LATVIENSES. IV. Semantika. Sintakse. Valodas kultūra. Latvijas Universitātes Humanitāro zinātņu fakultātes Latvistikas un baltistikas nodaļas raksti, 193-204.

Курдюмова, Н. А. (2001). „Все” и „некоторые” на одном уроке. Математика в школе 1, 34-35

Рыжик, В. И. (2007). Логика в школьном математическом образовании. Математика в школе 3, 39-47; 4, 29-37.

DOI: http://dx.doi.org/10.17770/sie2018vol1.3276

Refbacks

There are currently no refbacks.