No abstract

The relevance of the presented research is conditioned by the necessity of continuous formation of a competitive personality. The competitiveness of the state in the world market is caused by the level of transport and energy infrastructure, the level of training and qualification of the country's engineers. These have determined the task currently being decided by educational organizations to find new resources for training of highly qualified specialists for the diverse industries to develop. Analyzing the multicomponent training of future engineers, experts note the pedagogical potential of mathematical disciplines in the formation of professional competence of engineers. The potential of the cyber-information approach in the training of engineers at university is disclosed and justified in the article, the potential is represented by a combination of the following resources: motivational-adaptive, subjective, integrative, managerial. The authors developed the author's method of training of future engineers in mathematics at university on the basis of the information-cybernetic approach, represented by successively implemented modules: "I get to know myself." "Intellectual puzzle", "Entertaining modeling", "Creative laboratory". The effectiveness of the developed methodology was proved in the course of the experimental research carried out from 2012 to the present time and the experimental training in mathematics at university using the didactic potential of the information cybernetic approach. The materials of the article can be useful in practical terms for university teachers of mathematics striving to significantly improve the level of mathematical training of future engineers.

No abstract

No abstract

This interpretive cross-case study examined the U.S. and Russian teachers' topic-specific knowledge of lower secondary mathematics. In total, N=16 teachers (8 from the U.S., and 8 from Russia) were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey (TCKS) as part of the purposive selection. The survey consisted of multiple-choice items measuring teachers' content knowledge at the cognitive levels of knowing, applying, and reasoning. Teachers were also interviewed on the topic of fraction division using questions addressing their content and pedagogical content knowledge. In order to analyze the qualitative data, we conducted meaning coding and linguistic analysis of teacher narratives as primary methods of analysis. The study revealed that there are explicit similarities and differences in teachers' content knowledge as well as its cognitive types. The results are reflected in meanings expressed and language used by teachers while responding to topic-specific questions on the division of fractions. The results of the study suggest that in the cross-national context teachers' knowledge could vary depending on curricular as well as socio-cultural priorities placed on teaching and learning of mathematics. The study's main findings contribute to the body of literature in the field of cross-national research on teacher knowledge with a narrow focus on a topic-specific knowledge. It suggests close comparison and learning about issues related to teacher knowledge in the U.S. and Russia with a potential focus on reexamining practices in teacher preparation and professional development.

The focus is on the student, primarily as a subject of intellectual activity and a psychological mechanism of its development and self-development. The article targets characterizing the strategic approach to the student's personality and showing the development areas based on the concept of the human being a subject of development; it also targets presenting the results of intellectual activity-related development of psychology students, and the place of the outer and inner determination using the "Self-interview" method (an adapted version). One of the most important goals of the modern higher education is to provide a person not only with general and vocational training, but also with the necessary basis for self-education, professional and personal self-development, active use of knowledge and skills to address the emerging practical and theoretical problems. The key conclusion is the rationale for conducting educational activities with account of the main acmeological principle: any training should stimulate productivity, permanent personal and professional growth of students. If we consider socialization as the entry into the culture and its generation, a psychology student must first master the psychological culture, including the specialized knowledge and skills, which can be correlated with the first stage of professional socialization. Then, while mastering it, he begins to use them as his own, which may be the second stage of professional socialization. And finally, he must enrich the psychological culture with his individual contribution, i.e. form the meta-individuality of personality -it is the third stage of professional socialization. Artistic creation, which is an important component of formation of the self-development ability, should be the main guide of their learning and professional activities. A graduate should be prepared not only as a professional but also as personality, a subject of development and professional activities.

The quantitative study focused on comparative analysis of middle school mathematics teachers' content knowledge in two countries. The sample consisted of lower secondary mathematics teachers from the US (grades 6-9, N=102) and Russia (grades 5-9, N=97). The instrument was designed to assess teacher content knowledge based on the cognitive domains of knowing, applying, and reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra, Geometry, Data and Chance. The results suggest that there are significant differences in teacher knowledge between the countries in content as well as in cognitive domains. The study results may inform the field on priorities placed on lower secondary mathematics teachers' knowledge in USA and Russia. Keywords: сomparative studies, teacher knowledge, lower secondary mathematics. Creative Commons by the Authors is licenced under CC-BY Аннотация Количественное исследование сосредоточено на сравнительном анализе предметных знаний учителей математики в двух странах. Выборка состоит из учителей математики среднего зве-на школы в США (6-9 классы, N = 102) и России (5-9 классы, N = 97). С этой целью был разра-ботан тест для оценки предметных знаний учителя на основе когнитивных уровней (знания, применения, и рассуждения), а также содержательных тем курса математики среднего звена школы: арифметики, алгебры, геометрии, вероятности и статистики. Полученные результаты свидетельствуют о том, что существуют статистически значимые различия в знаниях учите-лей между странами в содержании, а также по когнитивным уровням. Результаты исследова-ния могут информировать теорию и практику сравнительных исследований о приоритетах в подготовке учителей математики среднего звена школы в США и России. Ключевые слова: cравнительные исследования, знания учителя, среднее звено школы. Сравнительный анализ предметных знаний учителей математики в США и России через призму результатов TIMSS

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.