Problem-Based Approach to Develop Creative Thinking in Students Majoring in Mathematics at Teacher Training Universities

Vlasenko, Kateryna; Achkan, Vitaliy; Чумак, Олена; Lovianova, Iryna; Армаш, Тетяна Сергіївна

doi:10.13189/ujer.2020.080712

Cited by 15 publications

(17 citation statements)

References 10 publications

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“…Among the methods that encourage the development of students' creative thinking, the scientists highlight Rich tasks. This idea is agreed with the conclusions of the research conducted by Vlasenko et al [2]. The scientists consider Rich tasks in Elementary Mathematics as the tasks that increase the interest in mathematics as a science because they enable students "to open" new mathematical rules (terms, patterns), act outside the box; develop creative thinking, interest in the creation of their mathematical product.…”

Section: Analysis Of the Latest Researches And Publicationssupporting

confidence: 74%

“…Elementary Mathematics is one of the most important normative subjects while training students of the specialization "Mathematics". According to Vlasenko et al [2], students' revision, generalization, and extension of knowledge in mathematical terms and facts that were considered during the school course of mathematics take place while learning this subject.…”

Section: Introduction 1problem Statementmentioning

confidence: 99%

“…Nowadays, education is aimed at searching the ways to enable the organization of students' extracurricular activities. Thus, learning through online courses is getting more popular in the modern conditions of education development, and the idea given by Vlasenko et al [2] about the development of the online course "Creative Thinking through Learning Elementary Maths" [5], which is focused on the development of creative thinking with systematized types of problems, is appropriate. This fact proves the actuality of the matter to create a model of learning this online course.…”

Section: Introduction 1problem Statementmentioning

confidence: 99%

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A model of learning the online course “Creative Thinking through Learning Elementary Maths”

Achkan

Vlasenko

Чумак

et al. 2022

J. Phys.: Conf. Ser.

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The article considers the development of the online educational model “Creative Thinking through Learning Elementary Maths” and the results of the effciency to implement this course for students of the specialization “Mathematics” while learning Elementary Mathematics. The research represents the development of learning materials for the online course posted in free access on the educational platform “Higher School Mathematics Teacher”. The course components (theoretical, practical, and feedback) are focused on the organization of motivated and consistent students’ activity; open and integrative Rich tasks of three levels of complexity. The course participants’ activity, focused on the recognition, classification, solution, creation of Rich tasks, encourages the formation of the main components of creative thinking that include a problem statement, fluency, flexibility, originality, and elaboration. The first version of the course materials was improved following course users’ wishes, and then the effciency of online course education was checked using an experiment. The analysis of results of the experiment allows concluding about the effciency of the developed model of learning an online course.

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Section: Analysis Of the Latest Researches And Publicationssupporting

confidence: 74%

Section: Introduction 1problem Statementmentioning

confidence: 99%

Section: Introduction 1problem Statementmentioning

confidence: 99%

See 1 more Smart Citation

A model of learning the online course “Creative Thinking through Learning Elementary Maths”

Achkan

Vlasenko

Чумак

et al. 2022

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

show abstract

“…Each of them helps to establish the connections between structural components of the model. Research by Porter [38], Knowles and Kalata [43], Kebritchi et al [44], Vlasenko et al [45] justify the necessity to develop a questionnaire in order to identify the needs of the future course users. The importance of meeting the users' expectations is unanimously stated by the researchers.…”

Section: Discussionmentioning

confidence: 99%

Model of the On-Line Course for Training Master Students Majoring in Mathematics for Teaching at University

Lovianova¹,

Vlasenko²,

Sitak³

et al. 2020

ujer

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This article considers the issue of on-line training of Master students, majoring in Mathematics (Speciality code in Ukrainian educational system "014.04 Secondary Education. Mathematics") and preparing them for teaching at University. The research papers and resources, focusing on the vocational bent of on-line training of undergraduate students majoring in Mathematics have been analyzed in this paper. The present paper describes designing the structure and components for the on-line course "Methods for Teaching Mathematics to Students at Technical Universities", which is in open access on the educational platform "Higher School Mathematics Teacher". This article presents the analysis of the survey results, in which 107 students in their first and second year of studying took part, which allowed defining the content of the course. The model is presented as a polyhedron, vertices, faces and edges of which show structural elements of the model and relations between them. The paper also introduces the analysis of the internship syllabi at Ukrainian universities and aims at defining the criteria for assessing learning performance of the on-line course users. It also considers the impact of the course on the efficiency of training 112 Master students in their second year of study, when they do their assistant internship at technical universities. The qualitative and quantitative analysis of the results of the experiment proved the efficiency of introducing the course into the process of practical training of Master students. The interns who joined the course, showed a better understanding of how to motivate students when teaching Mathematics to them. They also showed better results in applying active learning tools and techniques for teaching Mathematics, as well as in managing the audience through information technologies and communication strategies.

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“…The principles and approaches of continuing education [34], andragogy [35] and acmeology, as well as problembased learning [36], game methods [37], flipped learning [38], maieutic and dialogic methodologies, brainstorming technology [39], examination and analysis of the pedagogical best practice of teachers were used [40].…”

Section: Methods Of the Researchmentioning

confidence: 99%

Development of the health-preserving competence of a physical education teacher based on the knowledge about influenza and bronchitis prevention

et al. 2021

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The article presents the methodology and methods of improving the health-preserving competence of a Physical Education teacher under conditions of postgraduate education based on the knowledge of prevention of acute bronchitis, COVID-19 influenza and acute respiratory diseases. The “Disciplinary and methodological matrix of health-preserving competence of a Physical Education teacher” is used, which includes such developed “integrated disciplines” as Pathopedagogy, Propaedeutics of Health and Health Therapy. The matrix is aimed at professionalisation, methodologisation, technologisation, anthropologisation, axiologisation of the health-preserving competence of a teacher. The “Methodology of developing health-preserving competence of a Physical Education teacher based on the knowledge of prevention of acute bronchitis, influenza and acute respiratory diseases” is used. The methodology is based on the competence approach, the above-mentioned matrix, problem-based and flipped learning, andragogy, game, maieutic and dialogic methods, the use of pedagogical tasks, the Hellenistic concept of "self-care" and others. In this methodology, knowledge, values and practical health-preserving strategies are hierarchised with the singling out of three levels – A, B and C. Level A is obligatory, and levels B and C are given less attention. An experimental study was conducted the result of which determined the effectiveness of this method. These methodology and method are humanistic and ecocentric and consistent with the ideas and sustainable development goals.

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Problem-Based Approach to Develop Creative Thinking in Students Majoring in Mathematics at Teacher Training Universities

Cited by 15 publications

References 10 publications

A model of learning the online course “Creative Thinking through Learning Elementary Maths”

A model of learning the online course “Creative Thinking through Learning Elementary Maths”

Model of the On-Line Course for Training Master Students Majoring in Mathematics for Teaching at University

Development of the health-preserving competence of a physical education teacher based on the knowledge about influenza and bronchitis prevention

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