| Article |
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| Article name |
Psychological and Pedagogical Components of the Success of the Fifth Graders in Learning Mathematics |
| Authors |
Barinova I.I. Advisor to the Director for Education, Mathematics Teacher, ivetabarinova@yandex.ruChernyavskaya V.S. Doctor Pedagogy, Professor, valstan13@mail.ru |
| Bibliographic description |
Barinova I. I., Chernyavskaya V. S. Psychological and Pedagogical Components of the Success of the Fifth Graders in Learning Mathematics // Scholarly Notes of Transbaikal State University. 2025. Vol. 20, no. 3. P. 44–54. DOI: 10.21209/2658-7114-2025-20-3-44-54 |
| Section |
Theory and Methodology of School Education |
| UDK |
372.851 |
| DOI |
10.21209/2658-7114-2025-20-3-44-54 |
| Article type |
Original article |
| Annotation |
The article presents the results of a study of success in studying mathematics among fifth-grade schoolchildren. Mathematics plays an important role in human development and in the development of new technologies, but the psychological and pedagogical patterns of success in studying mathematics remain insufficiently studied. The novelty of the data obtained lies in identifying the factors and components of success in studying mathematics. A prognostic model of success of fifth-graders in studying mathematics has been developed. The aim of the study is to develop and verify the category of success in studying mathematics by fifth-grade students. It is assumed that if success in studying mathematics is understood as the ratio of academic performance (good and excellent grades) with the optimal range of experiences in mathematics lessons, then the factor of success is metacognitive abilities. The research methods are the analysis of academic performance in mathematics of fifth-grade students (current academic performance according to the electronic journal); diagnostics of metacognitive abilities (D. Everson); experiences related to educational activities in mathematics lessons is implemented based on the approach of N. V. Kuzmina for fifth-grade schoolchildren, in accordance with the characteristics of experiences in educational activities – according to D. A. Leontiev; the composition of self-description texts was analyzed to determine self-disclosure of abilities (V. S. Chernyavskaya). The Mann-Whitney criterion was used to compare indicators, as well as the Decision Tree Classifier algorithm, the scikit-learn library, and the Python language for developing a predictive model of success. It is proven: a) that academic success reflects high academic performance with optimal experience in mathematics lessons; b) successful schoolchildren have more pronounced metacognitive abilities. The developed content of the category of academic success can be used in educational and methodological work and in teacher certification. The constructed decision tree model is applicable to predicting academic success.
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| Key words |
learning mathematics; success; metacognitive abilities; fifth-grade students; experiences; predictive model
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| Article information |
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| References |
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