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Two approaches for drawing of stereometric objects by a constructive method are presented using algorithms designed to help solve problems in the construction of correct, visual and easy-to-draw drawings. The first approach is based on operations borrowed from engineer drawing, where standardized axonometric projections guarantee the quality of drawings. The second one is based on the experience of many generations of teachers and practitioners. A list of methodological advice has been proposed. The analytical method of reasoning in computational problems is promoted, the method of combining with the image plane is established, which visualizes the way to the result, adds empiricism to the discipline. The presented statistical survey among mathematics teachers demonstrates their attitude to the constructive solution of stereometric problems. The advantages and disadvantages of teaching constructivism methods are highlighted. It has been established that the skills of qualitative drawings contribute to the formation of life competencies of pupils. [ABSTRACT FROM AUTHOR]

In the article, we analyze the survey results on employers’ (administrators of schools and vocational colleges) interest, readiness and opportunity for cooperation in training math teachers in a dual form of education. The opinion of employers regarding the advantages, disadvantages and obstacles in the implementation of such a study mode was studied. Several specific issues that need to be resolved in order to effectively implement a dual mode of study in math teacher training have been identified. The obtained results could be used by universities that provide training in pedagogical specialties, experts in the field of education, state authorities and local government organizations that take care of education issues, as well as other specialists interested in the spread of the dual form of obtaining education in Ukraine and abroad. [ABSTRACT FROM AUTHOR]

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The question of application reasonability of a modeling method in the inclusive learning branch was considered. The organization model of the inclusive learning of physical and mathematical disciplines for disabled students was suggested; this provides the formation of mathematical competence. The components of this model were defined and theoretically proved. The purpose and task of the investigated model implementation was formulated. Process of selection of mathematical discipline subject matter is described. The data on forms, methods and means of inclusive learning of physical and mathematical disciplines for special needs students are given, and specifics of their use are defined. The attention is focused on features of process of educational achievements control of disabled students in conditions of inclusive learning. [ABSTRACT FROM AUTHOR]

The paper is focused on composite arithmetic problems in primary school mathematics. The authors follow the concept that the composite arithmetic problem is a composition of connected elementary arithmetic problems. With regard to this the notions of a structure and a problem-component of a composite arithmetic problem are introduced. The dialectic unity of the formulation and the solution of an arithmetic problem reflects on the concept of structural-technological model of a problem in primary school mathematics. Aiming at a graphical representation of the model when studying the problem, the authors suggest a didactical approach, which is connected with the construction of a MZ-map of the problem. In several examples of composite arithmetic problems the explicative role in comprehension of the MZ-map is shown together with its heuristic role in searching an idea for the problem solution. The paper is a continuation of the research of arithmetic problems [ABSTRACT FROM AUTHOR]