Ineta Helmane - Academia.edu (original) (raw)

Papers by Ineta Helmane

LU Akadēmiskais apgāds eBooks, 2024

The acquisition of mathematics begins with the birth of a child within the cultural environment o... more The acquisition of mathematics begins with the birth of a child within the cultural environment or socioeconomic environment of the child. The child learns mathematics by investigating and exploring the environment in which they are located. The article describes and analyses theoretical materials and documents about applying transversal skills for the acquisition of mathematics in the new education curriculum in pre-schools in Latvia. From the school year 2017/2018, new education curriculum is being implemented in Latvia. The research focuses on the analysis of Preschool education curriculum (2019) and Transversal skills in preschool (2019), as well as document "Education for modern literacy: description of the teaching/learning content and approach" (Skola 2030, 2017) giving particular attention to mathematics to be acquired in preschool. Research questions were chosen in the research aspect of applying the new education curriculum for the acquisition of mathematics in preschool: What transversal skills are included in mathematics education in preschool? What are the essence of transversal skills in preschool education? How are the mathematics learning outcomes in preschool education related to the transversal skills? Main findings reveal the improvement of the learning outcomes by including the transversal skills in the acquisition of mathematics in preschool. Critical thinking and Problem solving as transversal skill dominate in the mathematics education in the preschool curriculum as the learning outcomes. In turn, such transversal skills as Civic participation and Digital literacy are neither included, nor specified in mathematics outcomes.

To Be or Not to Be a Great Educator

Mathematics and its related competencies are used consciously and unconsciously in many of life’s... more Mathematics and its related competencies are used consciously and unconsciously in many of life’s everyday activities regardless of the country or geographical location, policies, social, economic or political situations. The abstract language of mathematics is understood throughout the world but is learned in a variety of different types and levels of institutions of learning. An everchanging globalized world prioritizes the need for mathematics. Therefore, the mathematics taught in school should give an understanding of mathematics and the tools to use mathematics effectively in new situations. It is common today that many countries are re-evaluating and revising their education system’s standards for mathematics teaching, recognizing the changing needs of the work force and society. Within the framework of a project implemented at the Faculty of Pedagogy, Psychology and Art at the University of Latvia, one of the main priorities of which is to promote the exchange of academic sta...

HAL (Le Centre pour la Communication Scientifique Directe), Feb 4, 2015

The article describes and analyses theoretical and empirical materials the experienced emotions b... more The article describes and analyses theoretical and empirical materials the experienced emotions by pupils when learning mathematics in primary school and highlight the factors arousing emotions in learning mathematics in primary school. The article analyses the data obtained in empirical research on the emotions experienced by pupils during mathematics lessons in primary school. In questionnaires and semi-structured interviews pupils reveal what gave them positive emotions in mathematics lessons, as well as what made them experience negative emotions. According to the analysis of empirical data we highlighted the factors of learning mathematics in primary school which caused positive emotions.

Human, Technologies and Quality of Education, 2022

1. NODARBĪBA Problēma: Mana planēta - mana atbildība? EKONOMIKA: privātīpašuma tiesības ĒTIKA: go... more 1. NODARBĪBA Problēma: Mana planēta - mana atbildība? EKONOMIKA: privātīpašuma tiesības ĒTIKA: godīgums, atbildība PILSONĪBA: vides aizsardzība 2. NODARBĪBA Problēma: Videi draudzīgs bizness: mīts vai realitāte? EKONOMIKA: privātīpašuma tiesības ĒTIKA: godīgums, atbildība PILSONĪBA: vides aizsardzība 3. NODARBĪBA Problēma: Ilgtspējīga attīstība - vārdi vai zemes izdzīvošanas stratēģijas? EKONOMIKA: inovācija, valdības loma ekonomikā ĒTIKA: vides piesārņojuma samazināšana PILSONĪBA: vides aizsardzīb

LU Pedagoģijas, psiholoģijas un mākslas fakultāte, 2020

Rural Environment. Education. Personality (REEP), 2021

Immense transformations occur in the modern society. Values, human rights, democracy, engagement ... more Immense transformations occur in the modern society. Values, human rights, democracy, engagement in the life of the local community, school and the society at large are the content issues to be learnt at school which help to develop into responsible citizens of the country. The issues of citizenship education have been more extensively included both in the teaching/learning content and its implementation in all school subjects, including mathematics. Citizenship education is viewed in three aspects: knowledge about the society, skills to form relations with other people, to establish a safe and supporting environment, to follow rules and norms, attitudes to responsibilities and rights. Mathematics as a school subject is a sphere that has been little researched regarding its content and learning strategies in the aspect of citizenship education. The aim of the study is to explore and assess what changes have taken place after the education content reform in the mathematics curriculum...

Izdevums Pilsonis 31 stundā ir metodisks līdzeklis ekonomikas, pilsoniskās izglītības un ētikas m... more Izdevums Pilsonis 31 stundā ir metodisks līdzeklis ekonomikas, pilsoniskās izglītības un ētikas mācību satura apguvei starpdisciplinārā pieejā, kas izstrādāti Erasmus+ KA2 projekta Citizen in 31 hours ietvaros. Projekta materiāli sastāv no 10 tematiem: nevienlīdzība, nabadzība, migrācija, piesārņojums, patērētājsabiedrība, sociālie tīkli, mākslīgais intelekts, viltus ziņas, darbs, veselība. Katrā tematā ir trīs nodarbības. Katrā nodarbībā tiek aplūkota konkrēta apakštēma, kas atspoguļo personīgo vai kopienas, vai globālo perspektīvu. Katra no šīm perspektīvām ietver ekonomiskos, pilsoniskos un ētiskos aspektus.

Rural Environment. Education. Personality. (REEP). Proceedings of the International Scientific Conference (Latvia), 2017

ICERI2019 Proceedings, 2019

SCIENCE AND TECHNOLOGY EDUCATION: ENGAGING THE NEW GENERATION, 2017

Interest is one of the most meaningful components for successful learning process. Nowadays stude... more Interest is one of the most meaningful components for successful learning process. Nowadays students’ interest about science and mathematics is decreasing. The aim of the study is to explore the interest of Grade 9 students in science and mathematics. In Latvia and Lithuania students were surveyed and it helped to explore the respondents’ interests in science and mathematics. The survey shows that students have rather pronounced interest to explore and solve problems connected with the real life. Keywords: interest in science, learning process, science and mathematics.

STATE-OF-THE-ART AND FUTURE PERSPECTIVES, 2015

The low level of pupils’ knowledge and skills in science and mathematics is a serious problem in ... more The low level of pupils’ knowledge and skills in science and mathematics is a serious problem in the economic development of the country. Cognitive interest is a crucial learning motive; no successful learning process is possible without inciting interest. Grade 9 pupils were surveyed to find out the respondents’ cognitive interest in the field of exact sciences. On average the interest in subjects of exact sciences is poorly pronounced. Respondents have good understanding about the causal relations while the cognitive activity, the skill to overcome difficulties in learning is low. Cognitive interest in learning is promoted by diverse methodological approaches that are oriented towards pupils’ self-actualization and purposefulness. Key words: cognitive interest, learning process, science and mathematics.

Rural environment. Education. Personality. (REEP) : proceedings of the 11th International scientific conference, May 2, 2018

Globalization as well as social, economic and political processes in the world affect each indivi... more Globalization as well as social, economic and political processes in the world affect each individual separately and the society on the whole. Due to changes taking place in the contemporary world more and more attention is paid to multiculturalism. School as a model of a multicultural world can promote people's awareness of what multiculturalism means, what benefits and challenges it brings to people, what knowledge, skills and behaviour are needed for life in a modern multicultural society. Interdisciplinary education is one of the possible ways how the young generation can acquire knowledge and skills necessary for life in the multicultural society of the 21 st century to be able to solve the diverse problems, to seek answers to the real-life issues. Thus, the aim of the paper is to analyse the experience of interdisciplinary education in the basic education curricula implemented in the multicultural environment of Latvia.

Media literacy is important for life in the changing world. Media literacy is the ability to acce... more Media literacy is important for life in the changing world. Media literacy is the ability to access, analyse, evaluate and communicate information in a variety of forms as well as the ability of individuals to access and understand information through different media tools and platforms, such as television, radio, print media, the Internet and digital technology. The aim of the paper is to analyse the planning of developing the media literacy in the basic education curriculum in Latvia. The study, using the document analysis, has selected the basic education curricula in the new education content project Competencebased approach in the teaching/learning content School 2030 in the following areas: Technologies, Social and civic area, Sciences area. Such criteria as the skill to find the information in the digital environment; the skills to analyse the obtained information; the skill to evaluate the credibility of the information were chosen in the research aspect of developing the media literacy. The study concludes that the skill to find information in different sources and the skill to analyse the found information are purposefully developed in the expected learning outcomes. The development of the skills of evaluating the credibility of the found information, however, needs more attention.