Original article
DOI: 10.15293/1812-9463.2502.04
Irina I. Shulga
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Abstract. The article discusses the impact of communication as a leading activity in adolescence on the success of studying mathematics at school. The problem of the article lies in the authorʼs attempt to answer the question: does the success of studying mathematics by teenagers at school depend on taking into account the teacherʼs purposeful use of communication as a leading activity at this age? The purpose of the article is to identify the main psychological characteristics necessary and sufficient for the development of abstract logical thinking, mathematical abilities, and the main characterological personality traits of adolescents in the process of studying mathematical disciplines. The following research methods were used in the preparation of the article: theoretical analysis of psychological, pedagogical and methodological sources that reveal the specifics of teaching mathematics to adolescents using communicative techniques; generalization of the factors influencing the quality of mastering mathematical material of schoolchildren in adolescence in the context of the importance of interpersonal communication as a leading activity at this age. The achieved results made it possible to present the main technologies that improve the quality of learning mathematics with the priority of shifting the focus of the lesson from the learning outcome to its process. As a conclusion, the article confirms the methodological significance of the theory of leading activity as a basic characteristic in the construction of educational technologies.
Keywords: communication; adolescence; leading activity; mathematical education at school; Singapore methodology; pedagogy of cooperation; pedagogy of social creativity; methodology of collective creative activity.
For Citation: Shulga I. I. The Influence of Communication as a Leading Activity in Adolescence on the Success of Studying Mathematics at School. Journal of Pedagogical Innovations, 2025, no. 2 (78), pp. 44–52. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2502.04
Financing. The research was carried out with the financial support of the Ministry of Education of the Russian Federation as part of the state task No. 073-03-2025-062/1 for the implementation of research on the project “Content and technologies of teaching schoolchildren with difficulties in learning mathematics”.
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Information about the Author
Irina I. Shulga – Doctor of Pedagogical Sciences, Associate Professor, Professor of the Department of Pedagogy and Psychology at the Institute of Physical, Mathematical and Information Technology Education, Novosibirsk State Pedagogical University, Novosibirsk, Russia, https://orcid.org/0000-0001-5994-7678, shulga.61@mail.ru
Received: 23.03.2025; approved after peer review: 25.04.2025; accepted for publication: 30.04.2025.
