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# What is motivation, and what can teachers do to help "motivate" students?

## 1. What is motivation, and what can teachers do to help "motivate" students? what does it mean to develop a positive mathematical

What is motivation, and what canteachers do to help "motivate"

students?

what does it mean to develop a

positive mathematical disposition?

Describe some strategies that can be

used to promote positive dispositions

and counter mathematics anxiety of

students.

## 2. Motivation is the basis of any independent activity.

Motivation means investing a person'sresources, such as:

energy,

time,

knowledge,

talent,

will, etc.

in achieving the desired goal.

## 3. To increase the motivation of students, teachers usually offer:

## 4.

toprovide students with a sense of progress,

experiencing success in activities, for which it is

necessary to correctly select the level of complexity of

assignments and deservedly evaluate the result of the

activity;

use

all the possibilities of the educational material in

order to interest students, put problems, activate

independent thinking;

to

organize the cooperation of students in the lesson,

mutual assistance, positive attitude of the group to the

subject and study as a whole;

## 5.

itis right to build a relationship with students,

be interested in their successes, have

authority;

to

see the individuality of each student, to

motivate everyone, relying on the motives

already available to the student;

some

students have to be forced to learn,

constantly encouraged or punished, to

involve parents for joint control.

## 6.

Teaching mathematics is primarily asolution of problems.

Therefore, tasks are the main

motivation environment for students.

The ability to solve problems is a

criterion for the success of teaching

mathematics.

## 7. Factors contributing to the development of positive motivation:

## 8.

I. Novelty of content:Obtaining or displaying through the

task of new mathematical information

for students.

Inclusion in the content of the task of new general

information for students (information reflecting the life of

the country, the city, the technical school, the group,

information related to the life of the animal and plant

world, facts that reflect intersubject communications,

etc.)

## 9.

II.Reflection of connection with practice

If the student sees in the problem being solved the opportunity to apply the

knowledge gained in practice (in everyday life, when studying other subjects,

etc.), then there is interest in its solution.

Tasks from the practice of everyday life:

One bank promises a profit to the depositor of 2% per month, and the other - 25% per annum. Where is it

more profitable to invest money?

Kilowatt - an hour of electricity costs 3 rubles. 10 kop. The electricity meter on July 1 showed 8637 kilowatthours, and on August 1 - 8805 kilowatt-hours. How much (in rubles) should I pay for using electricity in

July?

The taxi driver made 180 trips for 40 km each month, spending 18144 rubles on gasoline. How many liters

per 100 km was the average driver used, if he bought gasoline at a price of 24 rubles. per liter?

The task of working in a carpentry workshop:

At what equal distance from each other and from the ends of the ladder can you arrange 7 steps with a

width of 4 cm on a ladder 2 m long 68 cm?

The task associated with basic construction:

How many linear meters of linoleum in width of 2 m it is required for a floor covering in length of 5 m or in

length of 8 m?

## 10.

III. Reflection of the historical aspectTasks with a "historical" plot can bear somebody's name, reflect

facts from the life of specific historical figures, contain

information from the history of the country, science,

technology, etc.

For example:

Representatives from 40 countries, 1 artist from each country, take part in the

Eurovision song contest. All performances are broken by a toss-up for 2 semifinals, 20

performances each. The order of performance in the semifinals is also determined by

drawing lots. What is the probability that the speech of the representative of Russia will

take place in the second semifinal and will not be earlier than 12 on the score?

## 11.

IV. EntertainingIn the lessons of mathematics, we need tasks and exercises that

would revive the lesson. Such tasks with an entertaining plot

develop ingenuity, natural wit. The interest in the content of the

task stains the teaching material in a special way, makes the

decision process more attractive, acts as an emotional basis, on

which a positive attitude to the subject is created.

For example:

The coin is thrown several times so that each time with equal probability, the "Eagle" or

"Tails" drops out. Find the probability that with 4 tossing coins and "Eagle" and "Tails" fall

once?

## 12.

V. Non-standard questionOne of the important factors is the formulation of the question of the type

problem: "Will it suffice?", "Will it succeed?" "Is it fifty-fifty?", "who is faster?",

"what can you find in the task, prove it?" and so on. It is interesting to consider

the problems "without questions". Such tasks teach students to consider all

sorts of conclusions from these parcels, which is extremely necessary in the

solution of many problems of proof, in the proof of various theorems.

Achievements of technical progress, especially in the field of informatization, are met with

particular enthusiasm by the students. And of course, it is necessary to use the curiosity

and high cognitive activity of students for the purposeful development of their personality.

## 13.

All this is required to know the teacher sothat the formation of positive motivation in

the learning activity was successful.