MODELLING THEORY OF MIND, DIVERGENT THINKING AND MATHEMATICAL PROBLEM POSING OF FIRST GRADERS

Objetivo: A colocação de problemas tem uma importância central na disciplina de matemática e na natureza do pensamento matemático. O objetivo deste estudo foi investigar as relações explicativas e preditivas entre as variáveis da teoria da mente, pensamento divergente e problema que se apresentam nos alunos da primeira série do ensino fundamental, utilizando a abordagem de modelagem de equações estruturais. Método: Os sujeitos são 345 alunos (176 meninas e 169 meninos) da primeira série da escola primária de Zahedan, usando o modelo de amostragem disponível. Eles viviam e eram educados nas áreas urbanas médias da cidade. Os alunos responderam à teoria da mente, pensamento divergente e problemas matemáticos que colocam testes. A modelagem de equações estruturais foi utilizada para analisar os dados coletados no instrumento de pesquisa. Resultados: A análise dos dados revelou um impacto significativo (P <0,05) da variável de pensamento divergente no resultado das habilidades de colocação de problemas. Curiosamente, um impacto indireto da variável teoria da mente, via pensamento divergente, sobre a variável que coloca o problema foi observado neste estudo. Essas descobertas demonstraram claramente os impactos positivos dos componentes do pensamento e da teoria da mente divergentes sobre o problema matemático. Implicações para pesquisa e prática: continua a ser necessário explorar ainda mais o papel da mente noproblema que coloca a capacidade em relação à educação matemática.


INTRODUCTION
Professionalism plays an important role in everybody's life. The action of the personality at the place and time of professionalism is called as the professional development subject's activity. Professional developmentis the longest period of human life.

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(Approximately during the 35-40 years). The transformation of professional life plans, reestablishment of the structure of personality, the leading type of the activity and the modification of social situation is happening during this period. Professional preparation stage has special important during the youth and student years. The concept of the profession is included during the student years and necessary profession qualities starts forming. The student identity is developing both in the way of getting certain qualities and in the professional background.
It should be considered that the youth period has extraordinary importance in student's development. The final of this stage is in solidarity with formed integrity of the behavior, internal unity, and understanding of mutual relations, social normatives and group attempts. Except of the psychological conflicts actualizes the development of personality in student years, it could be focused on the social-pedagogical issues that allows to the solution of the future personal development.
Research shows that in many cases, graduates coming to certain specialty and professional fields cannot ascertain themselves or they approach that field only as "obtaining diploma", and this, in itself, has an obstruction for finding themselves in the field they want and for self-attitude. Facts show that the beginning of this process just comes from the age of adolescent. Formation of interest for certain profession, but its nonconfirmation with potential opportunities creates condition for the emergence of the above-mentioned issues.
Along with this, the formation of professional choice in an adequate direction in the period of teen years leads to their finding themselves in the professional field they want and realization of their potential in this field, in the end, living a happy lifestyle. In addition, achievement Though the professional elements at students begin with the choice of profession, really the strengthening of interest to this profession and the process of becoming professional start in the entering specialty. Our main purpose in this article is determining the development directions of professional qualities on courses, and finding out the conflicts in this process.
Because in many cases students don't like the profession they study and transfer to another profession later. This is the waste of time and financial expense. The increasing dynamics of such tendencies shows itself in modern period. And this actualizes the problem. According to Madorskaya, the majority of students (especially I and II courses) experience a complex set of destructive conditioned difficulties (social, psychological, social, psychological and domestic) in the process of teaching adaptation at high school, to the emotional negative state . [Madorskaya SM, 1986].
In his research, D.V. Kolesov focuses on accentuating the problems that arise with changing the boundaries of independence that are higher at students than pupils. [Kolesov DV, 1980]. According to the information of author, the exam session causes high stressogenicity at students. The facts are intriguing: if poor learning students experience stress due to unpredictability during exams, it is typical students to develop the state of stress related to the intellectual pressure for well-performing. According to the information obtained, conflicts arise between the importance of such vital values as material guidance, special health and family life. Researchers also assume that there is a conflict between "I am real" and "I -ideal" as an indicator of interpersonal conflicts of students. By developing and preparing a program of professional development of future psychologists, we conclude that at the early stages of professionalism, identifying two groups of young professionals' components of the "I" concept -structure (whole, leading form of relationship, conformity, breadth) and content -psychological (subject-object affiliation), recognizing and refusing to accept himself as a professional group) promotes their transformation at various stages of specialization.
Let's look at the controversies that promote interpersonal conflicts at different stages of the training at high schools. When entering high schools, it is often found that High school does not give him ready-made "recipes" and algorithms for implementation of future professional activities. To some extent, the inability to form an algorithm for future professional activities is stipulated with the characteristic of education process and its practical orientation. The student begins to realize the ineffectiveness and the idealization of the

Research aim
Although the impact of students' professional preparation on the teaching process depends on a variety of factors, it is primarily characterized by student self-esteem and genderbased behaviour

Research Methods
In the study, the method of finding the quantitative coefficient of self-evaluation was used by SA Budassin. The study was attended by 250 people, including 120 boys and 130 girls.
The results obtained were processed by the SSPS program, and the change on the gender differences and courses were the main criterion.

Discussion
Our research has shown that the requirements for cardinal dynamic changes in I-IV courses and interpersonal relationships are dependent on the level of self-esteem. Compared to I course and III course, it has been found that students have an advantage of adequate assessment that socially appreciated. This means that, as the courses change, students will be able to objectively evaluate their characteristics and to associate them with the personal and psychological qualities of the situational communication partner, to choose the appropriate style of interpersonal relationships, to form the qualities necessary for vocational training and, if necessary, the opportunities to correct the deficiencies are rising.

Statistical differences on the Student's t-criterion is identified on indicators
As can be seen from Table1  Gaining the respect of the teacher 4 7 8 8 3 12 Being an example for course 6 1 5 2 2 8 Being approved by parents 6 6 7 9 5 9 Avoid penalties and charges of bad training 2 7 2 2 6 4 Gaining intelectual approval 11 5 12 9 7 11 Comparing the motives of training activity with characteristic interpersonal conflicts for respondents and groups identified on gender differences. We should note that we haven't aimed to determine the cause-result relationships in mutual relationships of interpersonal conflicts with the motives of training activity. Because we've tried to find the ideal standards and the conflicts emerging in the profession preparation process at students.
For male respondents in the background of gender differences, these are the top motives for educational activities according to the group protocol. "Become a highly skilled specialist" (73.7%); "Acquiring deep and quality knowledge" (47, 4%); "Ensuring the success of future professional activities" (68.4%); "Gaining intellectual satisfaction" (57.9%). It can be concluded that the knowledge and status motives of educational activities are balanced in this choice of respondents.
In the background of gender differences, the dominant motives of educational activity for female respondents are: "Becoming a highly skilled specialist" (52.6%), "Obtaining a diploma" (84.2%); "Successfully study, passing exams "well "and" excellent "(63.1%); "Acquiring deep and quality knowledge" (47.4%); "Intellectual Satisfaction" (47.4%); The motivational orientation is observed to acquire the status and knowledge advantages here. These Consequently, the conflict of unrealistic desire is enhanced in this group from the point of view of a particular material security, constant intellectual search orientation, subjective job search. Roll and moral conflicts are largely associated with the realization of social roles. The following teaching motives are preferred for a young male respondents with feminine gender role identity: "Reading exams successfully" are "good " and " excellent "(77.8%); "Don't give up the learning of subjects of teaching period"(77.8%) "Fulfilling the pedagogical requirements "(88.9%)," Gaining Respect of teachers "(77, 8%)," Avoid penalties and slanders for poor quality training "(77.8%).
We believe that these motives can be combined with an adaptive approach, which involves adapting to environmental conditions -high school education and interpersonal interaction with important people. The following educational motives prevail in the selection of girls with masculine gender role identity: "Becoming a highly skilled specialist" (72.7%); "Successfully study, passing exams" good "and" excellent "(81.8%); "Getting a Permanent scholarship" (90.9%), "Do not give up studying the subjects of the teaching period" (72.7%); "Ensuring success of future professional activities" (81.8%); "Getting Intelligent Consent, Satisfaction" (63.6%). As with selection of young boys with feminine gender role characteristics, these motives can be combined with the notion of "adaptation", as well as the concept of orientation of environmental adaptation.
The identified motivations for teaching activities are related to the qualitative characteristics of the interpersonal conflicts of these groups of respondents. Thus, the conflict of unrealistic desires is manifested in the characteristics of "love, physical and spiritual flow to any person", "self-esteem, inner harmony, freedom from conflict and doubts." Inadequate selfesteem is expressed as a tendency to reduce or increase the value of deficiencies, self-dignity.
(comparison: studying successfully, fulfilling motives of pedagogical requirements) The identified coherence of interpersonal conflicts across different types of respondents in the context of educational motives and gender differences allows us to conclude and to make assumptions that require further empirical validation. The motives of teaching activities become more thoughtful and balanced. Balance of teaching motives is an important characteristic that enables us to make choices about its stability and work as a common system.

CONCLUSIONS
Our research has shown that students' vocational training in the frame of traditional education is influenced by a number of factors, including complex gender role stereotypes.
Teachers explain the success and failure of students in various ways.
The failure of girls is explained by lack of skills, and the failure of young boys is due to hard work or inattentiveness, lack of patience. Since childhood, girls are orientated to interpersonal relationships and to other people, thus developing a high sense of expectation and self-esteem by others, especially those of the referent. Highly socially adapted girls are encouraged to adapt to the motivated behavioral model, either directly or indirectly, by the educator. The most typical for girls are situations where they do not rush to show their abilities and liked attentively in a new, non-standard situation group. Thus, the educational institution, as one of the main institutions of gender socialization that has been actively creating gender stereotypes that have been complicated for centuries, can lead to a student's negative roleplaying identity, the confrontation of personality with the substructures (as "I " "I"am an individual member of a professional group). These facts must be taken into account.