A linguistic and didactic resource in the formation of mathematical competence of secondary school students when studying the syntax of the Ukrainian language (on the material of syntactic derivatives)

Tetiana M. Mishenina; Svitlana E. Trubacheva

doi:10.55056/ed.794

Authors

Tetiana M. Mishenina Kryvyi Rih State Pedagogical University https://orcid.org/0000-0002-5992-4035
Svitlana E. Trubacheva Institute of Pedagogy of the NAES of Ukraine https://orcid.org/0000-0002-1400-9773

DOI:

https://doi.org/10.55056/ed.794

Keywords:

mathematical competence, Ukrainian language, syntactic derivatives, secondary education, language and mathematics interrelation, algebraic language, word problems, pedagogical strategies

Abstract

This study explores the development of mathematical competence in secondary school students through the study of Ukrainian language syntax, focusing on syntactic derivatives. The theoretical framework integrates competence, activity, functional-stylistic, and cognitive approaches to studying syntax. Constructional and compositional analyses were used to examine types of algebraic phrases, sentences, and word problems. Results indicate that understanding syntactic features and derivational processes can enhance students' mathematical skills, problem-solving abilities, and communication. Pedagogical implications include using authentic tasks, encouraging verbalization of thinking, and providing linguistic support. This research highlights the interdependence of language and mathematical learning, offering strategies to improve conceptual understanding and performance in mathematics education.

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