THE USE OF FRACTAL GEOMETRY ELEMENTS AS A MEANS OF AESTHETIC EDUCATION OF PRIMARY SCHOOL STUDENTS

Larisa Sergeeva

Abstract


Currently, the issue of aesthetic education is becoming one of the key issues in the field of education. The relevance of the article is due to the fact that mathematics has great aesthetic potential, which is not always revealed in the process of teaching mathematics in elementary school. An important role in revealing the beauty of mathematical content in elementary school is played by the familiarity of schoolchildren with a young rapidly developing mathematical field - fractal geometry. In order to prove the effectiveness of using fractal geometry elements for the formation of aesthetic representations of younger schoolchildren, a formative experiment was carried out, with the help of testing we diagnosed changes in the level of formed aesthetic representations, feelings and judgments of younger schoolchildren during the experimental work. The tools and methods of using the elements of fractal geometry in the study of mathematics in elementary school are described. The results of the study allow us to conclude that the familiarity of primary schoolchildren with fractals increases the interest of students in mathematics. The amazing simplicity of fractals and the diversity of their forms contributes to the formation of aesthetic ideas and feelings among younger students. The construction of fractals in the study of geometric objects in elementary school makes it possible to show students that aesthetic pleasure is provided not only by art, but also by the joy of creativity in other fields of activity, including teaching.

 


Keywords


aesthetic education; aesthetic representations; fractals; primary school students

Full Text:

PDF

References


Abraham, R. (2015).Haos I fraktaly Parizha. Fraktaly kak iskusstvo, 62–71.

Babkin, A.A. (2007). Izucheniej elementov fraktal'noj geometrii kak sredstvo integracii znanij po matematike I informatike v uchebnom processe pedkolledzha: diss. … kand. ped. nauk: 13.00.02. Vologda.

Briggs, J. (1992).Fractals: The Patterns of Chaos: Discovering a New Aesthetic of Art, Science, and Nature. Touchstone, NY.

Duhno, A.B. (2018). Fraktal kak jazyk iskusstva. Vzaimovlijanie nauchnogo I hudozhestvennogo opyta. Hudozhestvennaja kul'tura, 3(25), 38-61.

Efremcev, S. Diagnostika dominirujushhej perceptivnoj modal'nosti. Retrieved from https://psycabi.net/testy/289-test-audial-vizual-kinestetik-diagnostika-dominiruyushchej-pertseptivnoj-modalnosti-s-efremtseva

Emelina, T. V. (2016). Jesteticheskoe vospitanie shkol'nikov v pedagogicheskoj teorii I praktike. Vestnik Kemerovskogo universiteta, 2, 217-220.

Firstova, N.I. (2016). Rol' jesteticheskogo vospitanija na urokah matematiki v srednej shkole. Obrazovatel'nye resursy I tehnologii, 2(14), 88-92.

Goncharov, I.F. (2006). Jesteticheskoe vospitanie shkol'nikov sredstvami iskusstva I dejstvitel'nosti. Moskva: Junipress.

Gorshkov, A.A. (2013). Izuchenie jelementov fraktal'noj geometrii v shkole kak sredstvo jesteticheskogo vospitanija uchashhihsja. Vestnik Kostromskogo gosudarstvennogo universiteta im. N.A. Nekrasova, 181-185.

Gubanihina, E.V. (2017). Jesteticheskoe vospitanie na urokah matematiki v nachal'noj shkole. Obrazovanie: proshloe, nastojashhee I budushhee, 57-60.

Kocic, L.M. (2002). Art Elements in Fractal Constructions. VISMATH, 4(1). Retrieved from http://www.mi.sanu.ac.rs/vismath/ljkocic/index.html

Lihachev, B.T. (1985). Teorija jesteticheskogo vospitanija shkol'nikov. Moskva: Prosveshhenie.

Leguta, A.N. (2017). Razvitie interesa k matematike u uchashhihsja osnovnoj shkoly sredstvami fraktal''noj geometrii. Problemy sovremennoj nauki I obrazovanija, 79-83.

Mandelbrot, B.B. (1982).The Fractal Geometry of Nature. New York.

Mandelbrot, B.B. (1989). Fractals and an Art for the Sake of Science. Leonardo. Supplemental Issue, 2, Computer Art in Context: Art Show Catalog, 21-24.

Mandel'brot, B. (2002). Fraktal'naja geometrija prirody. Moskva: Nauka.

Petrakova, T.I. (2016). Duhovno-nravstvennoe vospitanie shkol'nikov v cennostnom kontekste sovremennogo obrazovanija. Jaroslavskij pedagogicheskij vestnik, 15-20.

Puankare, A. (1990). O nauke. Moskva: Nauka.

Sarancev, G.I. (2003). Jesteticheskaja motivacija v obuchenii matematike. Saransk, PO RAO.

Sederbakka, G.J. (2019). Razrezaj, skleivaj I postroj fractal. Sovremennye problem obuchenija matematike v shkole I vuze, 127-130.

Sekovanov, V.S. (2006). Metodicheskaja Sistema formirovanija kreativnosti studenta universiteta v processe obuchenija fraktal'noj geometrii. Kostroma: KGU im. N.A. Nekrasova.

Trubeckov, D. I., & Trubeckova, E. G. (2016).Fraktal'noe iskusstvo. Izvestija vuzov. PND, 24, 84-102. DOI: https://doi.org/10.18500/0869-6632-2016-24-6-84-102

Wilson, K. L., Wasserman J. A., & Lowndes F. (2009). Picture and social concept: a fractal-concept analysis of advertising art. Visual Communication, 8(4), 427-448.

Voloshinov, A.V. (2002). Ob jestetike fraktalov I fraktal'nosti iskusstva: sinergeticheskaja paradigma. Nelinejnoe myshlenie v naukei I skusstve. 213-246.




DOI: http://dx.doi.org/10.17770/sie2020vol3.4934

Refbacks

  • There are currently no refbacks.