CONCEPT OF ALGEBRAIC THINKING AND ITS PSYCHO-PEDAGOGICAL ESSENCE
DOI:
https://doi.org/10.55640/Keywords:
Algebraic thinking, abstract reasoning, problem-based learning, modeling, cognitive development, GeoGebra, pedagogical technology.Abstract
This article analyzes the essence of the concept of algebraic thinking, its distinction from traditional arithmetic thinking, and the psychological and pedagogical foundations for forming this competence in students. The research highlights the stages of transition to abstract thinking and the role of Problem-Based Learning (PBL) technologies in developing mathematical abilities.
Downloads
References
1.Mirziyoyev Sh.M. "New Uzbekistan Development Strategy". – Tashkent: "O‘zbekiston", 2022.
2.Kaput, J. J. (2008). Algebra in the Early Grades. New York: Lawrence Erlbaum Associates.
3.Piaget, J. Selected Psychological Works. – M.: Prosveshchenie, 1969.
4.Brousseau, G. (1997). Theory of Didactical Situations in Mathematics. Dordrecht: Kluwer Academic Publishers.
5.Turdiyev N. "Methods of Teaching Mathematics". – Tashkent, 2021
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
Germany
United States of America
Italy
United Kingdom
France
Canada
Uzbekistan
Japan
Republic of Korea
Australia
Spain
Switzerland
Sweden
Netherlands
China
India
