The article presents the results of research in the field of university training of mathematics teachers aimed at realising STEM education at school and other educational organisations. The authors identified 1) insufficient readiness of school teachers to implement STEM training, and 2) lack of professional mathematics teachers having special qualification in this area. Based on Russian and foreign experience, the authors propose to use the potential of the elective courses for purposeful preparation of future mathematics teachers to implement STEM training. The approach to designing the content and technological components of such a course rests on the principles of practical orientation, multidisciplinarity, professional orientation and the application of a regional context. The course consists of theoretical and practical modules, which make it possible to integrate the potential of all STEM components in the professional training of teachers and to master the basics of STEM implementation.
Introduction. In recent years, the problem of staffing mechanisms in the field of education has been actively discussed in the global community. Teachers are required to restructure their professional position with regard for modern demands of the society and the state, to improve their skills in designing the content of education. The latter is implemented through professional development of teachers as well as creation of personalised trajectories for the development of professional competencies. The purpose of the study is to describe a scientifically grounded approach to designing individual educational routes for mathematics teachers, aimed at overcoming the existing professional deficiency and creating due conditions for their realisation. Methodology and methods. The research involved 103 teachers of mathematics of mainstream educational institutions of Krasnoyarsk and Krasnoyarsk region, Russian Federation, aged below 35, having work experience in their profession of at least one year. Open observation of the teachers’ work, interviewing and online survey was used; in addition, the results of the final state certification of 9th and 11th-year pupils of the region were taken into account. The statistical analysis of the results was made using the Pearson’s chi-squared test. Results. The model of individual educational route of mathematics teachers, aimed to overcome professional deficiency, was designed and implemented according to the following stages: identification of teachers’ subject-specific and methodological deficiency; development of technology for design of individual educational route to overcome teachers’ professional deficiency; presentation of action plan for individual educational routes. The results of subsequent diagnostic work of mathematics teachers who took part in the study showed a statistically significant increase in the performance level in all parameters (p < 0.05). Conclusion. The proposed scientifically grounded approach to the design of individual educational routes makes it possible to eliminate a number of professional deficiency features characterising the work of mathematics teachers. The realisation of the author’s algorithm for designing the route contributes to professional development of a teacher. The research materials can serve as a basis for the development of personalised individual routes for teachers of any professional profile.
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The aim of the study is to substantiate that in order to implement efficient methodological practices of teaching mathematics to middle school students with academic failure risks, it is necessary to refer to certain indicators for the selection of appropriate pedagogical tools. The paper considers the parameters of assessing the efficiency of pedagogical tools for teaching mathematics offered in scientific-pedagogical literature. The scientific novelty of the study lies in the formulation of the notion of a “methodological practice of teaching mathematics” and the identification of the efficiency indicators for methodological practices of teaching mathematics to students with academic failure risks. As a result, the efficiency indicators for methodological practices of teaching mathematics to students with academic failure risks, which are proposed as guidelines for the selection of appropriate pedagogical tools, were identified and characterized.
Introduction. A modern teacher should be ready to solve a number of urgent professional tasks imposed by the requirements of educational standards and international initiatives. Working teachers experience certain difficulties in their professional activities caused by a number of objective and subjective factors, including the quality of training at a university. The research purpose is to identify and overcome the deficiencies in the subject-methodological training of students – future math teachers in the aspect of modern requirements. Methodology and methods. The study involved forty-eight fourth- and fifth-year students of the Krasnoyarsk State Pedagogical University named after V.P. Astafyev. The following research methods were used: analysis of scientific literature, systematization and generalization of scientific research results, pedagogical experiment, quantitative analysis of experiment results using the Pearson’s chi-squared test. Results. The diagnostics of seven subject competencies of students – future math teachers – was carried out according to three components: cognitive, axiological, praxeological ones. Difficulties associated with the ability to solve mathematical problems of functional, geometric, probabilistic content, as well as with the personal, social and practical context were revealed. These deficits were overcome by including professionally oriented tasks in the content of elective disciplines of an educational program, as well as using an online course in the discipline “Elementary Mathematics”, which allows designing students’ individual educational trajectories to overcome their difficulties. The results of repeated diagnostics after training showed an increase in the level of formation of subject competences (χ2 = 6.63; p < 0.05). Conclusion. The conducted study shows the prospects of identifying and overcoming the professional deficits of a teacher at the stage of training at a university. The described experience can be used in the practice of preparing a student at a university to prevent subject deficits in the future professional activities of a math teacher. In the future, the study will be continued in the field of methodological and other deficits of a math teacher.
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