DESIGNING THE PROCESS OF LEARNING MATHEMATICS IN THE CONTEXT OF MULTILINGUAL EDUCATION ON THE BASIS OF EDUCATIONAL CENTERS

Abstract

The article describes the current state and problems of organizing the process of teaching mathematics in a multilingual environment. The aim is to determine the factors influencing the formation of subject-language competence in students in mathematics lessons. The distinctive features of the work of a mathematics teacher in a multilingual education, on the basis of educational centers and secondary schools are considered. The article presents the advantages and disadvantages of the teacher’s work of a center of additional education in comparison with a teacher of a general education school.

The features are described in the development and implementation of multilingual education in the Republic of Kazakhstan. Experimental - experimental work was carried out on the basis of the linguistic and mathematical center of additional education "Genius" in the city of Taldykorgan (Kazakhstan). There are described teaching methods which increase the effectiveness of the process of teaching mathematics in the context of multilingual education, one of which is teaching students taking into account the representative system. The article presents the results of the study of students, taking into account the use of the features of the representative system. The peculiarity of the distribution of students according to representational systems such as audials, visuals and kinesthetes will make it possible to correctly determine the approach to the preparation of the training program and the selection of tasks which will optimize the learning process at the earliest stages of acquiring new knowledge.