The socio-cultural content of teaching in the field of mathematics
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This publication is an outline of the main lines of the concept of socio-cultural content of mathematics teaching, which we consider as the most important and accessible to be implemented by various means within the mathematical disciplines at secondary and higher schools. The socio-cultural approach is needed in today's educational practice in which the content of learning is defined as comprising the acquisition of cultural values, as a form of human culture aimed at the translation and assimilation of accumulated experience, knowledge as bearers of cultural values. The socio-cultural conten...
This publication is an outline of the main lines of the concept of socio-cultural content of mathematics teaching, which we consider as the most important and accessible to be implemented by various means within the mathematical disciplines at secondary and higher schools. The socio-cultural approach is needed in today's educational practice in which the content of learning is defined as comprising the acquisition of cultural values, as a form of human culture aimed at the translation and assimilation of accumulated experience, knowledge as bearers of cultural values. The socio-cultural content of learning in mathematics consists in the understanding, assimilation and application of subject knowledge, skills, abilities as forms of assimilation of cultural values, in the development of cultural basic abilities - thinking, understanding, acting, thinking activity, reflection, standard and creative application - which are an asset and value of our culture and should be passed on to new generations.
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