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.
This article raises the problem of poor mathematical preparation of school graduates, who are potential university students. It is proposed to consider the main result of students� mathematical preparation at the profi le level at school from the standpoint of readiness to continue mathematical education further. The concept of �readiness of school graduate to continue mathematics education� is formulated. The article describes structural components of readiness as a result of education of graduates of secondary schools; these are cognitive, activity, motivational and evaluative, refl ective, evaluative, emotional and volitional components. The authors introduce a diagnostic program evaluating readiness of high school graduates to continue the mathematical education, which includes a variety of assessment tools and gauges. The authors present gathered during four years results of evaluation of the readiness level among fi rst-year students. The conclusions are made about the current readiness level by all selected components.
Modern requirements for the quality of education in a general education school are defined in federal state educational standards in the form of a list of subject, meta-subject and personal educational results. The implementation of these requirements is associated with the need to develop new methods and technologies for the formation and development of students’ meta-subject skills and personal qualities through the means of mastered academic disciplines. The effectiveness of achieving the indicated requirements is due to the use of focused pedagogical monitoring of learning outcomes. This actualizes the problem of finding new technologies of monitoring subject, meta-subject and personal results of mastering academic disciplines. The methodological basis of the study includes the regulatory requirements of the federal state educational standard of basic general education, the system-activity and integrated approaches, theory and practice of pedagogical measurements. The experimental and practical component of the study is based on the calculation of the Pearson correlation coefficient and Spearman-Brown reliability coefficient. Universal educational activities formed in the process of teaching mathematics in 7th-9th grades were highlighted. The scientific idea of monitoring, the subject of which is both subject and meta-subject educational results, was formulated. The concept of monitoring, which is based on a set of basic (systematicity, continuity, phasing, openness) and special (bisubjectivity, dynamism, didactic expediency) didactic principles, was presented. The principles of developing diagnostic tools for bi-subject monitoring of universal educational activities of students in the process of teaching mathematics were formulated: integration of mathematical and meta-subject tasks, multilevelness, compliance of the content of a diagnostic tool with the requirements for mathematical training and the formation of universal educational activities, compliance with regulatory requirements. The developed concept was confirmed experimentally by monitoring the universal educational activities of 7th-grade students of three educational institutions in Divnogorsk city, Krasnoyarsk Territory as a result of studying the topic “Degree with natural exponent”. Based on the obtained monitoring data, the reliability coefficient of the tools used K=0.81 was determined by using the Spearman-Brown formula.
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