Критерии судебно-психологической экспертной оценки юридически релевантных эмоциональных состояний у обвиняемых: методические рекомендации

The paper discusses a multivariate classification of the concept of “heat of passion” as it is used in forensic psychology, as well as emotional reactions and emotional states. It explores the criteria for differential diagnosis of “heat of passion” and emotional states that have a significant effect on the defendant's consciousness and behavior at the time of committing a crime. An algorithm of forensic psychological evaluation of the defendant's emotional states is proposed, together with examples of sample wording of expert conclusions, and their legal meaning.Приведены многомерная классификация судебно-психологического понятия аффекта, эмоциональные реакции и состояния. Раскрыты критерии дифференциальной диагностики аффекта и эмоциональных состояний, оказывающих существенное влияние на сознание и поведение обвиняемых в момент совершения правонарушения. Даны алгоритм производства экспертизы эмоциональных состояний обвиняемого, типичные формулировки экспертных выводов, показано их юридическое значение

IMPLEMENTATION OF GEOGEBRA COURSEWARE IN TEACHING THE CONCEPT OF MATHEMATICAL FUNCTION

The research is devoted to teaching one of the basic mathematical concepts – the function – in the secondary school. Regarded as the key instrument of mathematics and experimental modeling, the notion of function including its perception, interpretation and application have always been under the scrutiny of Russian and foreign scientists. The authors focus their attention on specificity of students’ perception of the above concept, integrated in teaching process, and provide several examples of functions, applied in different spheres of everyday life, in order to develop students’ operational skills and competences related to mathematical functions. All the interrelated aspects of teaching methods and practices are considered on the basis of activity approach and information technologies. The paper recommends a series of particular exercises, based on the APOS theory (Action – Process – Object – Scheme), along with the Geogebra courseware to help students master their conceptual understanding of mathematical function, and its operational options in various mathematical contexts (e.g. calculating the roots, estimating the limits and derivatives, changing the parameters, solving practical problems, etc). The assignment samples demonstrate visibility of the courseware and effectiveness of its application in practical teaching

Implementation of Geogebra courseware in teaching the concept of mathematical function

The research is devoted to teaching one of the basic mathematical concepts – the function – in the secondary school. Regarded as the key instrument of mathematics and experimental modeling, the notion of function including its perception, interpretation and application have always been under the scrutiny of Russian and foreign scientists. The authors focus their attention on specificity of students’ perception of the above concept, integrated in teaching process, and provide several examples of functions, applied in different spheres of everyday life, in order to develop students’ operational skills and competences related to mathematical functions. All the interrelated aspects of teaching methods and practices are considered on the basis of activity approach and information technologies. The paper recommends a series of particular exercises, based on the APOS theory (Action – Process – Object – Scheme), along with the Geogebra courseware to help students master their conceptual understanding of mathematical function, and its operational options in various mathematical contexts (e.g. calculating the roots, estimating the limits and derivatives, changing the parameters, solving practical problems, etc). The assignment samples demonstrate visibility of the courseware and effectiveness of its application in practical teachingПредставленное в статье исследование посвящено проблемам изучения в школе одного из базовых математических понятий понятия функции. Вопросы восприятия, трактовки и употребления неоднозначного понятия функции уже давно находятся в поле зрения отечественных и зарубежных ученых, так как функциональная линия является центральной в математике и экспериментальных работах по моделированию реальных жизненных ситуаций. Поскольку трудности интерпретации функций осложняют процесс усвоения учащимися соответствующих разделов школьного курса математики, авторы статьи фокусируют свое внимание на особенностях восприятия школьниками понятия функции, возможностях использования в учебном процессе различных примеров применения функций в повседневной жизни и на развитии способностей учащихся интегрировать и применять варианты данного понятия. Все эти взаимоувязанные между собой аспекты методики и практики преподавания рассматриваются через призму деятельностного подхода, где инструментом часто выступают компьютерные технологии. Чтобы помочь учащимся овладеть концептуальным пониманием функций как объектов, которые можно включать в новые математические контексты и конструкции (вычисление корней, подстановку выражений вместо переменных, изменение параметров, выяснение непрерывности, вычисление пределов, производных, первообразных, решение практических задач и т. д.), предлагается цикл специальных упражнений, разработанных на основе теории APOS ("Action–Process–Object–Schema" – "Действие– Процесс–Объект–Схема") и системы компьютерной алгебры Geogebra. Описываются примеры заданий, подтверждающие наглядность программы, целесообразность и эффективность ее применения в педагогической практик

Research on the teaching and learning of geometry

The chapter provides a comprehensive review of recent research in geometry education, covering geometric and spatial thinking, geometric measurement, and visualization related to geometry, as well as encompassing theoretical developments and research into teaching and teacher development. Studies examining the uses of forms of digital technology are addressed in every section. The content of the chapter reflects the main emphases of research in geometry education as presented at PME conferences over the period 2005–2015. The synthesis is presented in the form of the following sections: spatial reasoning, geometric visualization, geometric measurement, geometric reasoning and proving, students’ knowledge, teachers’ knowledge and development, and teaching geometry and the design and use of geometric tasks. While some topics of research are under-represented (including the topics of congruency and similarity, transformation geometry, analytic/ coordinate geometry, vector geometry), research in geometry education is embracing the use of more recent discursive, embodied and eco-cultural perspectives, and is also employing new methods such as eye-tracking. As research develops further, the affordance of digital technologies is enriching approaches to geometric and spatial teaching and learning by providing new ways of apprehension and representation, new manipulation and processes, wider and deeper conceptual understanding and linking of different meanings and treatments