Techniques for developing the emotional stability of high school students in the process of teaching mathematics: Ukrainian experience

Abstract

The purpose of the study is to find out the effective methods of the mathematics teacher’s activity for the development of students’ emotional stability in the process of solving stereometric problems. We simulated individual elements of the learning environment that can help students reduce anxiety and expand the potential for emotional resilience in math learning. Our experimental teacher tested special techniques to prevent or relieve anxiety when solving problems. It was important stimulate students’ positive feelings, reduce the impact of negative emotions, and help increase students’ endurance in a stressful exam situation. The main research tools are: observation of the emotional state of students in the process of solving problems; modeling of pedagogical situations in order to identify methods for the development of students’ emotional stability; analysis, synthesis and systematization of observations of students’ activities. When substantiating the effectiveness of techniques for developing students’ emotional stability, the Delphi method was used. Stages of implementation: selection of experts; finding out 9 key factors, conducting interviews, analyzing and processing the results. The findings contribute to the expansion of knowledge about the conditions in which students’ emotional resilience can develop. The techniques we offer can be built into most math lessons