Didactics of mathematics as a scientific discipline

The European Proceedings of Social & Behavioural Sciences

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Effect of Concept Attainment Models and Self-Directed Learning (SDL) on Mathematics Learning Outcomes.

The paper discusses the deployment of cognitive and affective components for teaching languages in a blended learning university setting. A modified expectancy model of motivation was desig...

Psychodidactic approach in the development of language competences in university students within blended learning

The research is relevant as educational computer games are included in students’ mathematical activity and form additional opportunities to improve the quality of teaching mathematics in a digital school, to support the formation of the demanded professional competence - computational thinking. To form the appropriate skills that determine the essence of special computational thinking, the authors propose to include game educational spaces based on digital gamification resources into students’ mathematical activities. The research aims to resolve the contradiction between requirements of the modern economy for specialists’ high level of computational thinking and an insufficiently developed methodological base for training graduates that meets these requirements. The purpose of this research is to study the features of using gamification technologies in teaching mathematics to form the skills and abilities that make up the essence of computational thinking. The article describes directions of educational and cognitive mathematical activity based on the principles of gamification. The authors clarify the concept of “computational thinking”, which includes a system of actions for activating patterns, connections between them from human memory, and compile an effective algorithm for solving them: to obtain relevant information on advanced technological developments; to state the problem and model; to use a software product with mathematical content.

/pdf/formation-of-computational-thinking-skills-using-computer-2nwiz0m7hk.pdf

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

The article discusses an innovative teaching technology that uses development-focused educational texts (DET Technology) to stimulate school pupils’ intellectual development in grades 5 to 9. It describes the psychological and psychodidactic framework of DET Technology. Development-focused educational texts are distinctive in that they use a framework of academic mathematical knowledge to build up the key components of pupils’ mental experience (cognitive, conceptual, metacognitive, and intentional). Such texts also provide the conditions for the development and usage of students’ personal learning styles. The article outlines the psychodidactic types of development-focused educational texts and the requirements that the psychodidactics proposes for educational texts.

/pdf/development-focused-educational-texts-as-a-basis-for-2ryy0ew393.pdf

Development-focused educational texts as a basis for learners' intellectual development in studying mathematics (det technology)

Digital transformation is a global driving force for the development of modern society, including the education sector. Responding to the social needs of the state and society, modern universities are becoming actors in the digital transformation of education. At the same time, the success of digital transformation management at the university level is determined not only by the development of digital infrastructure and the teachers mastery of digital technologies. Our research has shown that the digital transformation of education is associated with the creation and dissemination of educational content, namely developing educational texts (printed and digital), which is difficult to implement without a good knowledge of the theory and practice of constructing educational texts, choosing educational texts by a teacher, managing educational activities with their help and building an individual educational experience of students. In this regard, the textual competence of future and current teachers is highly significant. The aim is to identify the management factors of the digital transformation of universities, in particular, the role of educational texts and textual competence for creating content that allows students to organize self–management of educational activities. Research methods: study and analysis of philosophical, psychological, pedagogical and methodological literature on the problem of research and analysis of the practice of content design. Expert evaluation of various types of educational texts in terms of their ability to self-organize educational activities.The article shows the influence of educational texts on the methodology of professional activity of a teacher, his professional values. It was revealed that different educational texts create different ways of managing educational activities, working with these texts affects the educational experience of students. Recommendations for pedagogical universities are formulated.

E. G. Gelfman

Papers

Development-focused educational texts as a basis for learners' intellectual development in studying mathematics (det technology)

Educational Texts as a Factor in Managing the Digital Transformation of the University