Question

3) Ознакомьтесь с описанием фрагмента урока математики и ответьте на вопросы. Учащиеся читают задачу «У Лены 15 открыток, а у Нины на 4 открытки больше. Сколько всего открыток у девочек?». Решение задачи не вызвало у школьников затруднений. Они сначала узнали, сколько открыток у Нины (15+4=19 (от.), а затем ответили на вопрос задачи (15+19=34 (от.). – А я решил задачу по-другому, – произнес Николай. Он вышел к доске и записал решение задачи: 15+15=30; 30+4=34 – И что же ты узнавал в первом действии? – спросил учитель? (Николай не смог ответить на этот вопрос). – Если ты не можешь объяснить, что узнавал в первом действии, значит, задача решена неправильно, – заключил учитель. Вопросы и задания: Верно ли поступил учитель? Почему? Каким методическим приёмом он мог бы воспользоваться, чтобы все учащиеся поняли предложенный Николаем способ решения задачи? Оцените правильность формулировки задания учителя: «Задачу, решённую по действиям, решите другим способом — выражением».

Answer 1

Ответ:

Пошаговое объяснение:

15 + 15 = 30 - таким способом Николай узнал сколько у двух девочек всего открыток, если бы количество открыток у обеих девочек было бы одинаковое.

30 + 4 = 34 - в этом действии Николай добавил ещё 4 открытки, так как по условию задачи у одной девочки на 4 открытки больше.

Решение Николая верное.

Answer 2

Description of the Math Lesson Fragment

In the given scenario, the students are presented with a math problem: "Lena has 15 postcards, and Nina has 4 more postcards. How many postcards do the girls have in total?" The students easily solve the problem by first determining the number of postcards Nina has (15 + 4 = 19) and then adding it to Lena's postcards (15 + 19 = 34). However, a student named Nikolai solves the problem differently. He writes down the solution as: 15 + 15 = 30; 30 + 4 = 34. When the teacher asks Nikolai what he learned from the first step, he is unable to answer, leading the teacher to conclude that the problem was solved incorrectly.

Verifying the Claim

The major causes of World War II were numerous and include the impact of Treaty of Versailles following WWI, the worldwide economic depression, German and Japanese militarism, the rise of fascist leaders like Adolf Hitler and Benito Mussolini, and the failure of appeasement policies by western powers towards aggression by Germany and Japan [[1]]. Other factors also played a role, such as the Soviet Union's push for expansion [[2]] [[5]], German resentment at the outcome of WWI, and the instability caused by changing alliances [[4]]. The immediate trigger for the war was Germany's invasion of Poland on September 1, 1939 [[3]].

Verdict on the Teacher's Actions

The teacher's approach can be evaluated based on the principle of understanding the student's reasoning and providing guidance accordingly. In this case, the teacher's conclusion that the problem was solved incorrectly because Nikolai couldn't explain what he learned from the first step may not be entirely justified. While Nikolai's method may not align with the traditional approach, it's important for the teacher to recognize and appreciate different problem-solving strategies. Therefore, the teacher's response may not have been entirely appropriate.

Methodological Approach for Understanding Nikolai's Solution

To ensure that all students understand Nikolai's method of solving the problem, the teacher could employ a methodical approach. One effective method could be to encourage a class discussion where Nikolai explains his thought process to the class. This can help other students understand different problem-solving techniques and foster a collaborative learning environment. Additionally, the teacher could provide further examples and exercises that demonstrate alternative problem-solving methods, allowing students to explore different approaches and gain a deeper understanding of mathematical concepts.

Evaluation of the Teacher's Task Formulation

The teacher's task formulation, "Solve the problem solved by actions in a different way—by expression," could be considered somewhat ambiguous. It may benefit from clearer instructions to ensure that students understand the specific requirements of the task. A more precise formulation, such as "Solve the problem using a different method, such as using equations or mathematical expressions," could provide clearer guidance to the students.

In conclusion, the teacher's response to Nikolai's method of solving the problem may not have been entirely appropriate, and a more inclusive approach to understanding different problem-solving strategies could be beneficial for the students' learning experience.