Combinatorial Actions In Elementary School

UDC 740
Publication date: 22.04.2024
International Journal of Professional Science №4-1-2024

Combinatorial Actions In Elementary School

Zak Anatoly
Leading Researcher, Psychological Institute of the Russian Academy of Education,
Moscow, Russia
Abstract: The article presents an experimental study aimed at studying the possibilities of improving combinatorial actions in elementary school, in particular among second-grade students. 110 students took part in the study: the control group consisted of 53 people, the experimental group - 57 people with whom 32 additional extracurricular activities were conducted under the non-curricular content program “Combinatorics”. As a result of the experiments, it was shown that additional classes are an essential condition for improving combinatorial actions in second-graders.
Keywords: combinatorial actions, the Combinatorics program, additional extracurricular activities, second grade students, search tasks of three types: comparative, spatial, route.

  1. Introduction.

One of the directions in preparing younger schoolchildren for studying in the middle grades of school is to improve combinatorial actions. Our work shows that successful learning of mathematics presupposes that children have developed actions of a combinatorial nature [8, p.261 – 285].

This experimental work is aimed at determining the conditions that contribute to the formation of combinatorial actions in schoolchildren studying in the second grade of primary school.

1.1.Study of combinatorial actions in primary school students.

English L.D. studied the features of finding solutions in combinatorial problems of varying complexity. A 1991 study  compared the characteristics of actions performed by 7-year-old children and 4-6-year-old children. The results of the experiments indicate that 7-year-old children more often use a systematic approach to finding a solution associated with variation than 5-year-old children.

In a 1993 study , combinatorial problems were solved by schoolchildren aged seven to twelve. It turned out that, as in the 1991 experiments, 7-year-old children actually use a systematic strategy within which 3 parameters vary.


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