Importanța activităților interactive pentru însuşirea termenilor matematici în ciclul gimnazial de învăţământ

Abstract

In order to make the learning process become an interesting one, accepted by the students, the teacher must build effective and interesting teaching-learning-evaluation strategies, in which they should be capable to combine harmoniously what is traditional, classic, new and modern. Speaking about formative education, we have to mention that the teacher needs to know and use, during the lesson, both classical and modern teaching-learning-evaluation methods. A special place should be given to interactive activities, for instance, techniques that require the active involvement of students in the learning process. Interaction means organizing the learning process through a common effort of communication, cooperation and collaboration between the students, teachers and parents. Trained in interactive activities, students develop their autonomy in thinking, creativity, analysis, synthesis, actively participating in their own cognitive and attitudinal training. Interactivity is especially desirable while learning mathematical terms in middle school classes, because they are numerous, varied and complex. The teacher will teach these terms, then he will accustom the students to define, systematize, group them in order to be capable to use them in communication later, when the context demands it. The most efficient methods in teaching-learning mathematical terms in the secondary education cycle are The Cube, Mosaic, Clustering, Venn Diagram, etc