DEVELOPING SKILLS OF CONNECTING GEOMETRIC KNOWLEDGE TO REAL LIFE FOR STUDENTS IN TEACHING MATHEMATICS AT HIGH SCHOOLS

When discussing human cognitive process, V. I. Lenin has generalized the dialetical path of cognition as: from vivid intuition to abstruse thinking and from abstruse thinking to the reality. According to this generalization, the dialectical path of cognition is a process which starts from impulsive recognition (vivid intuition) to rational recognition (abstract thinking). Those abstractions, however, are not the last point of the cognitive process but the cognition must continue to reach the reality because the reality is the place where we can examine and prove the judiciousness of cognition and continue the next cycle of the cognitive process begins again. However, the current teaching of Mathematics is packaged within the internals of the subject and “is limited within the four walls of the classroom”. This makes Mathematics knowledge rigid, and students’ cognitive process fail to follow the cognition rules. Teaching Mathematics based on reality is the indispensable trend. In this article, the authors present issues about developing the skills of connecting Mathematics mathematics to real life through teaching Geometry at high schools.