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 competencecomputational 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.
Currently, informational-educational environment has become one of the constitutive tendencies in the development of modern education and correlates with IT development in all spheres of human life. The availability of multiple possibilities for using information and communication technologies in education brings about variability in university learning environment design. The authors propose the use of foresight methodology to optimize educational content and structure didactic potential of learning environment. The mechanism of pedagogical design using foresight methodology is based on accommodation of subjective views of stakeholders in the education system, creation of a common vision of the informational and educational environment which involves objective prognostic information and the trends and tendencies in regional education development. The knowledge gained from foresight methodology made it possible to design informational and educational, or learning, environment at the university that is able to ensure the learning process meeting the expectations of all stakeholders as close as it is possible and affect the employment rate of the university graduates.
The speed of modern changes in the system of teaching reflects an unprecedented accelerated renewal of means, forms and methods of teaching. Today, it is very important to test new learning solutions that reduce teachers' time on organization of students' educational activities. The idea of solving this problem is to combine the theory and practice of taking managerial actions and pedagogy in order to identify the type of learning solutions that reduce teachers' time, in particular teachers of mathematics, to prepare for classes. Thus, the purpose of the article is to justify full packaged learning solutions as an effective means of reducing the time spent on organizing the educational activities of schoolchildren. The authors of the article have determined the full packaged product as a package of program-methodical and subject-developing support that can be used by consumers of educational services (children, parents, teachers, administrators, employers) for independent use (a turn-key project). The leading methods of research are monitoring the organizational activities of teachers during math lessons, talking to teachers, analyzing methodical work and teachers' profiles, modeling and statistical processing of research results. As a result of the 2016-2017 experiment, where 21 teachers of mathematics took part, the authors of the article have defined types of learning solutions for mathematics teachers (adjustable, integrated and packaged); have described the stages of development and phases of creating a full packaged learning solution. Evaluation of the effectiveness of using full packaged product allowed to make a conclusion about an average decrease of time costs by 22% while preparing for classes. The theoretical significance of the article is due to the contribution to the development of scientific ideas about the means of methodical support for teachers of mathematics. The practical use of the proposed methods allows to organize a step-by-step transition from the development of adjustable solutions to full packaged learning solutions for studying school mathematics that contribute to reducing teachers' time spent on the organization of educational activities of students. The value of the full packaged product is justified with the help of a "project triangle", which connects key parameters for assessing the effectiveness of providing methodical support to mathematics teachers: the amount of work, time and costs. Changing the value of one parameter leads to changes of the values of others. Full packaged product allows to balance these parameters and achieve the planned educational result. Keywords: full packaged learning solutions, math teaching tools, types of learning solutions, phases of creating full packaged learning solutions, stages of development of full packaged learning solutions Utemov et al.
The information society reveals the social impact of the dissemination of information technologies. The purpose of this article is to study the negative social, psychological, and pedagogical implications of the Internet on young people. The authors analyzed the internet addiction problem among students (14-19 years) from the standpoint of the social health of the individuals and society as a whole. In a pilot study, which involved more than 600 adolescent participants aged 14-19 years (secondary school, college and university students), the authors have defined internet addiction as a complex phenomenon. The prerequisites of its development identify and highlights its formation in stages among students (mild fascination, passion, addiction, attachment). At the ascertaining stage of the experiment, a screening study was carried out to examine the state of internet addiction in young students in social networks. The results showed the necessity to design and implement internet addiction prevention programs for young students, which include three main blocks (motivational and cognitive, practice-oriented, reflexive), and a systematic plan for its implementation in the educational space framework. The stages of the experiment provided evidence of the authors' proposed effectiveness of methodologies for young people aged 14-19 years. This article may be useful to pedagogues, psychologists, and parents of students, social workers, and researchers working in the field of addiction prevention among young people.
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