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dc.contributor Казанский (Приволжский) федеральный университет
dc.contributor.author Kosheleva Olga ru_RU
dc.contributor.author Kreinovich Vladik ru_RU
dc.date.accessioned 2022-08-03T09:59:16Z
dc.date.available 2022-08-03T09:59:16Z
dc.date.issued 2022
dc.identifier.uri https://dspace.kpfu.ru/xmlui/handle/net/172864
dc.description.abstract Traditionally, subjects are taught in sequential order: e.g., first, students study algebra, then they use the knowledge of algebra to study the basis ideas of calculus. In this traditional scheme, teachers usually do not explain any calculus ideas before students are ready - since they believe that this would only confuse students. However, lately, empirical evidence has shows that, contrary to this common belief, pre-teaching - when students get a brief introduction to the forthcoming new topic before this topic starts - helps students learn. In this paper, we provide a geometric explanation for this unexpected empitical phenomenon. en_US
dc.relation.ispartofseries Математическое образование в школе и вузе: опыт, проблемы, перспективы (MATHEDU'2022) ru_RU
dc.subject Pre-teaching en_US
dc.subject abstract to a paper en_US
dc.subject geometric model of learning. en_US
dc.title WHY PRE-TEACHING: A GEOMETRIC EXPLANATION en_US
dc.type article
dc.identifier.udk 371
dc.description.pages 189-192


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