Vector Modeling for Diagnostics of Future Mathematics Teacher Methodical Training in Higher School

Abstract

The relevance of the present research is defined by the necessity of improvement of methodical training of mathematics teacher in a higher educational institution on the basis of multi-component diagnostics of competencies which represent the multidimensional result of education. Such diagnostics is preferable to be carried out by means of multidimensional vectors which allow not only assessing the educational process from different points of view but also predicting correction of its problematic zones. Purpose of the article is to develop vector method for diagnostics of future mathematics teachers' methodic competencies. The proposed method of vector modeling promotes qualitative and quantitative assessment of the results of methodical training of future mathematics teacher from the point of view of intensity (by means of absolute characteristics) and orientation (in relation to cognitive, activity or value-based components). The article determines such directions of the model of mathematics teacher methodical training as cognitive, social and humanitarian, operational-activity-related, research and methodical. Each of them corresponds to certain competence: information-methodological, social interaction, individual cognitive activity, self-organization and self-management and also system-activityrelated. Criteria for assessment of competencies on the basis of performance of methodical oriented practice tasks and projects were developed.

Vector Modeling Of A Personified Informational And Educational Environment: Professional Self-Efficiency Regulations

“…The results of testing vector modeling during the formation of a personalized information educational environment (Dorofeev, Chirkina, Gagloev, & Savina, 2018;Vakhidova, Gabitova, & Ivanov, 2018) give an opportunity to reveal the following features of effective training of specialists:…”

“…But designing the future of complex open systems is problematic, so that is why requires constant management of their development through modeling and research (Schedrovitskiy, 2007) .The educational process is characterized by social, informative and organizationally technological content. The leading method is vector modeling (Dorofeev, Chirkina, Gagloev, & Savina, 2018) Professional development is influenced by external conditions created by certain positions and relationships, and internal abilities, which can be shown in goals, actions, means, needs for selfimprovement and updating of the knowledge. Vector D diagnoses the professional orientation of training in the field of student actions.…”

“…model. We use design tasks, differentiated by level and type of professional activity (Dorofeev, Chirkina, Chirkina, Gagloev, & Savina, 2018). An individual trajectory will be ideal with a diagonal vector in the Vector modeling evaluates not only the desire of the subject to achieve the results of educational activities, but also the complex use of acquired knowledge and skills in the conditions of the information and educational environment.…”

“…And this makes it possible to form and develop professionally significant subjective qualities of a person to effectively fulfill social and professional roles. The subject, satisfying the need to "Be yourself" according to his "I-concept", freely displays individual personal and professional qualities (Dorofeev, Chirkina, Gagloev, & Savina, 2018, p. 1617). Individualization in developmental education is the organization of the educational process, which is aimed at developing cognitive abilities and needs of the learner by means level differentiation of the content, tasks and methods of educational activity, as well as its relevant abilities based on the zone of proximal development (Vakhidova, Gabitova, & Ivanov, 2018).…”

Vector Modeling In Assessment Of Teachers’ Readiness To Tutor Support Of Students

“…A student who solves professional problems independently in the project paradigm acquires his or her own system of semantic orientations, knowledge, skills and experience. The vector modeling method allows to evaluate the student's professional training from a variety of positions and to correct the problem areas of his or her methodical methodological (Dorofeev, Chirkina, Gagloev, & Savina, 2018). Competencies are a multidimensional result of education.…”