О непрерывности изучения приемов тождественных преобразований в курсе алгебры
The article considers the features of continuous studying methods of identical transformations when teaching mathematics at school. The authors present a complex of tasks reflecting practical importance of identical transformations in different divisions of the course in algebra
The article deals with some ideas about lifelong learning strategies - the necessity to teach students to acquire, develop and update knowledge, skills and competences at different stages of their life and in different environments, the methods which can be applied to achieve it and the role of the teacher in this process.
The article considers the questions of the use of educational tests for the formation of the skills, systematization of knowledge and monitoring the results of teaching mathematical disciplines at National Research University Higher School of Economics – Perm branch. Presents the technology of the use of educational and methodical complex consisting of multilevel thematic tests according to the main sections of the course of the higher mathematics. The author shares the experience of using tests in teaching of a course of the higher mathematics in an economic university. It is proposed to use the educational tests not only for monitoring the results, but as a training tool for systematization of knowledge and organization of independent activity of students, including their out-of-class work.
Main issue of the article is the problem of knowledge classification in traditional Indian culture as it presents in authoritative sanskrit texts like Chāndogyopanishada, Mundakopanishada, Mānavadharmaśāstra, Arthaśāstra, Lalitavistara, Kāmasūtra and others. Author used some concepts of social epistemology and pointed out the relations between cognitive practice, educational practice and religious one.
The system of traditional sciences (vidyā, śāstra) and principia of their classification were created by brahmans. Non-brahmans did import here nothing, because they were opponents with brahmanical tradition in the whole. But Jainas and Buddhists were the successors of brahmans in educational sphere and brahmanical classifications of knowledge also. Two main criteria for knowledge classification in brahmanical tradition were pragmatic one and the presence on traditional lists of sciences.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.