Actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism

Natalia Georgievna Podaeva; Pavel Alexandrovich Agafonov

doi:10.22633/rpge.v25i2.15449

Autores

Natalia Georgievna Podaeva Bunin Yelets State University (BYSU), Yelets https://orcid.org/0000-0002-9491-5011
Pavel Alexandrovich Agafonov SBEI Secondary School No. 2070, Moscow https://orcid.org/0000-0002-8934-0233

DOI:

https://doi.org/10.22633/rpge.v25i2.15449

Palavras-chave:

Ensino de geometria, Experiência intencional, Atividade mental, Ambiente educacional, Unidades de pensamento integral

Resumo

No mundo moderno, as habilidades intelectuais das pessoas se tornam um poderoso recurso da civilização. Portanto, o desenvolvimento de alunos com superdotação intelectual deve ser o foco da política educacional do estado. Os principais formadores de opinião da Rússia interpretam o fenômeno da superdotação como uma qualidade sistêmica que descreve a psique da criança como um todo. Tal abordagem prioriza a atualização e enriquecimento da experiência intencional de alunos superdotados durante o ensino de geometria. Isso pressupõe o desenvolvimento de um determinado estado subjetivo de orientação e seletividade da atividade cognitiva individual baseada em preferências. A análise de dados estatísticos confirma a eficiência de atualizar a experiência intencional de alunos superdotados na forma de suas disposições individuais, crenças e avaliações emocionais enquanto resolve problemas geométricos durante competições acadêmicas é fornecida por atividades educacionais especificamente organizadas. Isso se correlaciona com o desenvolvimento da atividade mental durante o domínio dos métodos de atividade com conceitos geométricos.

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Biografia do Autor

Natalia Georgievna Podaeva, Bunin Yelets State University (BYSU), Yelets

Professor of Department of Mathematics and its Teaching Methodics.

Pavel Alexandrovich Agafonov, SBEI Secondary School No. 2070, Moscow

Mathematics teacher.

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