Actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism

People’s intellectual abilities become a powerful civilization resource. Therefore, intellectually gifted schoolchildren’s development should be the focus of the state educational policy. Russian opinion leaders interpret the phenomenon of giftedness as a systemic quality that describes the child’s...

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Autores principales:	Natalia Georgievna Podaeva, Pavel Alexandrovich Agafonov
Formato:	article
Lenguaje:	EN ES PT
Publicado:	Universidade Estadual Paulista 2021
Materias:	Geometry teaching Intentional experience Mental activity Educational environment Integral thinking units Education (General) L7-991 Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b2fd5c186cb1416788f59ff2d78e6a53
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spelling	oai:doaj.org-article:b2fd5c186cb1416788f59ff2d78e6a532021-11-11T00:12:41ZActualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism10.22633/rpge.v25i2.154491519-9029https://doaj.org/article/b2fd5c186cb1416788f59ff2d78e6a532021-08-01T00:00:00Zhttps://periodicos.fclar.unesp.br/rpge/article/view/15449https://doaj.org/toc/1519-9029 People’s intellectual abilities become a powerful civilization resource. Therefore, intellectually gifted schoolchildren’s development should be the focus of the state educational policy. Russian opinion leaders interpret the phenomenon of giftedness as a systemic quality that describes the child’s psyche as a whole. Such an approach turns into a priority to update and enrich the gifted schoolchildren’s intentional experience during geometry teaching. It assumes the development of a particular subjective state of orientation and selectivity of individual cognitive activity in preferences. This unique state becomes a mental activity mechanism, not just an accessory. The statistical data analysis confirms the hypothesis: the efficiency of actualizing gifted schoolchildren’s intentional experience in the form of their individual dispositions, beliefs, and emotional assessments while solving geometric problems during academic competitions is provided by specifically organized educational activities. It positively correlates with the level of mental activity development during mastering the activity methods with geometric concepts. Natalia Georgievna PodaevaPavel Alexandrovich AgafonovUniversidade Estadual PaulistaarticleGeometry teachingIntentional experienceMental activityEducational environmentIntegral thinking unitsEducation (General)L7-991Special aspects of educationLC8-6691ENESPTPolítica e Gestão Educacional, Vol 25, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN ES PT
topic	Geometry teaching Intentional experience Mental activity Educational environment Integral thinking units Education (General) L7-991 Special aspects of education LC8-6691
spellingShingle	Geometry teaching Intentional experience Mental activity Educational environment Integral thinking units Education (General) L7-991 Special aspects of education LC8-6691 Natalia Georgievna Podaeva Pavel Alexandrovich Agafonov Actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism
description	People’s intellectual abilities become a powerful civilization resource. Therefore, intellectually gifted schoolchildren’s development should be the focus of the state educational policy. Russian opinion leaders interpret the phenomenon of giftedness as a systemic quality that describes the child’s psyche as a whole. Such an approach turns into a priority to update and enrich the gifted schoolchildren’s intentional experience during geometry teaching. It assumes the development of a particular subjective state of orientation and selectivity of individual cognitive activity in preferences. This unique state becomes a mental activity mechanism, not just an accessory. The statistical data analysis confirms the hypothesis: the efficiency of actualizing gifted schoolchildren’s intentional experience in the form of their individual dispositions, beliefs, and emotional assessments while solving geometric problems during academic competitions is provided by specifically organized educational activities. It positively correlates with the level of mental activity development during mastering the activity methods with geometric concepts.
format	article
author	Natalia Georgievna Podaeva Pavel Alexandrovich Agafonov
author_facet	Natalia Georgievna Podaeva Pavel Alexandrovich Agafonov
author_sort	Natalia Georgievna Podaeva
title	Actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism
title_short	Actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism
title_full	Actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism
title_fullStr	Actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism
title_full_unstemmed	Actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism
title_sort	actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism
publisher	Universidade Estadual Paulista
publishDate	2021
url	https://doaj.org/article/b2fd5c186cb1416788f59ff2d78e6a53
work_keys_str_mv	AT nataliageorgievnapodaeva actualizationofgiftedschoolchildrensintentionalexperienceintheprocessofmasteringgeometricconceptsfromsupporttoactivitymechanism AT pavelalexandrovichagafonov actualizationofgiftedschoolchildrensintentionalexperienceintheprocessofmasteringgeometricconceptsfromsupporttoactivitymechanism
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Actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism

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