scholarly journals Bi-subject monitoring of the results of mastering universal educational activities by students in 7th-9th grades in the process of teaching mathematics

2020 ◽  
Vol 44 (2) ◽  
pp. 179-194
Author(s):  
Lyudmila V. Shkerina ◽  
◽  
Anna S. Gavrilyuk ◽  
Olga A. Tabinova ◽  
Maria B. Shashkina ◽  
...  
Keyword(s):  
General Education ◽  
Reliability Coefficient ◽  
Theory And Practice ◽  
Academic Disciplines ◽  
Diagnostic Tools ◽  
Federal State ◽  
Teaching Mathematics ◽  
Regulatory Requirements ◽  
Educational Activities ◽  
State Educational

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.

Trade business. Economics and management of retail chains

2020 ◽  
Author(s):  
Vyacheslav Cheglov
Keyword(s):  
Retail Trade ◽  
Theory And Practice ◽  
Academic Disciplines ◽  
Federal State ◽  
Large Network ◽  
Business Economics ◽  
Wide Range ◽  
Retail Chains ◽  
Retail Trading ◽  
State Educational

The textbook summarizes the author's twenty-year experience in such large network trading companies as Klass, PFC BIN, and X5 Retail Group. It is written in accordance with the curriculum and educational and methodological complex for the discipline "Economic activity of retail chains", which is part of the cycle of academic disciplines of the master's program "Organization and technology of trade business", direction "trade business". Covers a wide range of issues related to the theory and practice of network retail enterprises. Introduces readers to the forms of network business organization in retail, modern formats of retail trade, the organization of the trading process on the network principle and its features, current regulatory legal acts regulating the activities of network retail companies. Meets the requirements of Federal state educational standards of higher education of the latest generation. For students of economic and trade universities, students of universities and training centers of retail trading companies, managers engaged in retail.

scholarly journals ASSESSMENT OF THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE COMPETENCE APPROACH IN TEACHING MATHEMATICS IN PRIMARY SCHOOL

2018 ◽  
Vol 6 (3) ◽  
pp. 7
Author(s):  
N. N. Demeneva ◽  
O. V. Kolesova
Keyword(s):  
General Education ◽  
Primary School ◽  
Diagnostic Technique ◽  
Mathematical Tasks ◽  
Federal State ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Educational Standard ◽  
State Educational ◽  
Conceptual Foundations

Introduction:the article deals with the problem of implementation of the competence approach in teaching mathematics in primary school. This approach is one of the conceptual foundations of the Federal state educational standard of primary General education. Competency-oriented tasks are included in the final work for the fourth grade to assess the achievement of the planned results, including the all-Russian verification work in mathematics. The aim of the study was to identify the effectiveness of the implementation of the competence approach in teaching mathematics in primary school based on the diagnosis of the level of formation of primary school graduates (pupils of 5 classes) the ability to solve competency-oriented mathematical tasks.Materials and methods: the diagnostic technique was used, including mathematical tasks that require the use of knowledge in life situations, the presence of real ideas about the values and geometric shapes, the ability to navigate in practical situations. The texts of competency-oriented tasks are given.Results:the data on the results of all groups of tasks and the level of formation of primary school graduates ability to solve competency-oriented mathematical tasks Revealed that the greatest difficulty is caused by tasks that require self-selection of mathematical concepts and actions for the analysis of the real situation, and tasks involving the ability to do the estimate of the result.Discussion and Conclusions:the study showed that there are problems in the implementation of the competence approach in teaching mathematics in primary. Students have significant difficulties in solving competency-oriented tasks. The analysis of typical errors in the performance of such mathematical tasks is performed. The recommendations for primary school teachers to strengthen the practical orientation of teaching mathematics to junior schoolchildren.

scholarly journals Success of Tutor Support of Project and Educational Research Activities of Students: Criteria and Diagnostic Tools

2021 ◽  
Vol 3 (37) ◽  
pp. 42-48
Author(s):  
Valentina V. Zarubina ◽  
◽  
Larisa G. Ladaeva ◽  
Keyword(s):  
General Education ◽  
Educational Research ◽  
Research Problem ◽  
Positive Influence ◽  
Diagnostic Tools ◽  
Federal State ◽  
Pedagogical Practice ◽  
Research Activities ◽  
State Educational

The article discusses the issues of organizing design and educational research activities of students using tutoring. The relevance of this topic is due to the need for high-quality implementation of the Federal State Educational Standards of General Education, which formulate the task of forming and developing design and research skills of students. The authors propose criteria and tools for diagnosing the success of tutor support, tested in pedagogical practice, cite the results of diagnostics, testifying to the positive influence of tutor support on the formation of schoolchildren’s internal motives and a steady interest in design and research, on the improvement of students’ skills in choosing a topic and formulating a project and research problem, on an increase in the quality of finished works. The article was prepared on the basis of research materials carried out in 2018–2021 in Ulyanovsk Gymnasium No. 34.

Fundamentals of pedagogical technology design. The relationship between theory and practice

2021 ◽  
Author(s):  
Aleksandr Pashkevich
Keyword(s):  
General Education ◽  
Selection Criteria ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Technologies ◽  
Educational Institutions ◽  
Federal State ◽  
Educational Standards ◽  
State Educational ◽  
The Relationship

The educational and methodological manual reflects the theoretical aspects of the basics of designing innovative pedagogical technologies. The article presents the practice of designing author's pedagogical technologies, selection criteria, creation algorithm and ways of designing new pedagogical technologies. As an example, the methodological support of the technology for the implementation of the system-activity approach in the educational process of the school, created taking into account the federal state educational standards of general education, the professional standard "Teacher", the national system of teacher growth and within the framework of the national project "Education", is presented. It is addressed to the administration of educational institutions, teachers, and all those interested in the design of educational technologies.

scholarly journals CONCEPTUAL GUIDELINES OF TEACHING MATHEMATICS IN THE 1ST GRADE OF A GENERAL EDUCATION SCHOOL

2021 ◽  
pp. 172-185
Author(s):  
Александр Александрович Никитин ◽  
Ольга Александровна Никитина
Keyword(s):  
General Education ◽  
Federal State ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Multivariate Tests ◽  
Global Trends ◽  
Educational Standard ◽  
Education School ◽  
Teaching Of Mathematics ◽  
State Educational

Преподавание математики, начиная с начальной школы, должно отражать общемировые тенденции развития математической и педагогической научной мысли и представлять собой проекцию математической науки на школьное обучение. Авторы разрабатывают направления обучения математике в 1-м классе на основании Федерального государственного образовательного стандарта с учетом разбиений на элементы знаний. На основании этого описывается структура и формирование содержания разрабатываемого учебника по главам. Теоретическая часть должна позволять учащимся получать ответы на контрольные вопросы, помогать решать одновариантные и многовариантные тесты, задачи и упражнения. Определяемые авторами концептуальные направления обучения математике в 1-м классе обеспечивают формирование фундамента вертикали математического образования в 11-х классах общеобразовательной школы. The teaching of mathematics should reflect the global trends in the development of mathematical and pedagogical scientific thoughts. The authors develop guidelines of studying mathematics in the 1st grade on the basis of the Federal State Educational Standard, taking into account the partitions into knowledge elements. Thus, the structure and the formation of the being developed textbook content by chapters are described. The theoretical part should allow to students to get answers to control questions, univariate and multivariate tests, problems and exercises. Each chapter of the being developed textbook is divided into paragraphs, each paragraph is divided into items. One item of theoretical material contains either one new idea to study, or a set of interrelated concepts that define one new idea to study. According to this it is possible to form the mathematical knowledge trajectories. So, there are broad opportunities to transform knowledge elements into multimedia forms, including presentations, videos, test modules and other newly emerging means of representation and visualization, using the achievements of artificial intelligence. There can be defined such main directions as natural numbers counting, acquaintance with geometric shapes, comparison of objects in the value and quantity, acquaintance with a squared paper and measurement standards, the study of objects position, the sets consideration, introduction to the algorithm concept. The conceptual directions of teaching mathematics in the 1st grade determined by the authors provide the foundation for the vertical of mathematical education in the 1–11th grades of general education schools.

Development of Natural Science Literacy in Basic School Algebra Lessons Using Interdisciplinary Connections

2021 ◽  
pp. 25-30
Author(s):  
O. Ignatova
Keyword(s):  
High School Students ◽  
General Education ◽  
Natural Science ◽  
Science Literacy ◽  
Practical Significance ◽  
Federal State ◽  
Teaching Mathematics ◽  
School Students ◽  
Educational Standard ◽  
State Educational

The article deals with the issue of natural science literacy formation in teaching mathematics in middle school with the use of intersubject connections. Research methodology and techniques. The research is based on systemic-structural and activity approaches. Results. First of all, attention is paid to the consideration of the very concept of natural science literacy; the issue of assessing the level of development of students’ natural science literacy and means of its diagnostics in process of teaching mathematics, for example, at algebra lessons, is considered. Examples of specific tasks of interdisciplinary nature are given, which are used to determine the level of results achievement as a requirement of the Federal State Educational Standard of Basic General Education. Conditions for conducting integrated classes and their application as a means of developing natural science literacy of high school students at algebra lessons are considered. Issues of educational material synchronization of subject areas are considered as a key condition for implementation of intersubject connections between mathematics and physics. Practical significance of the work. The directions of changes in approaches to the implementation of intersubject connections of mathematics with other areas of knowledge as a basis for achieving metasubject educational results as a requirement of the Federal State Standard of Basic General Education are identified. Metasubject assignments that contribute to the achievement of metasubject and subject educational results at algebra and physics lessons have been identified. Particular attention is paid to giving integrated classes as a condition for development of natural science literacy of students, as well as a means of assessing the level of natural science literacy formation. In this regard, examples of tasks in physics are considered that require the use of mathematical literacy, which directly affects the ability to analyze the situation and draw conclusions within the framework of the natural-scientific picture of the world. The main recommendations for the implementation of interdisciplinary relationships to achieve metasubject educational results are formulated.

scholarly journals THE CONCEPT OF TEACHING MATHEMATICS IN THE 1ST GRADE OF A GENERAL EDUCATION SCHOOL

2021 ◽  
pp. 88-100
Author(s):  
Aleksandr Aleksandrovich Nikitin ◽  
Olga Aleksandrovna Nikitina
Keyword(s):  
General Education ◽  
Federal State ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Multivariate Tests ◽  
Global Trends ◽  
Educational Standard ◽  
Screening Questions ◽  
Teaching Of Mathematics ◽  
State Educational

The teaching of mathematics should reflect the global trends in the development of mathematical and pedagogical scientific thought. The authors develop guidelines for studying mathematics in the 1st grade based on the Federal State Educational Standard. Thus, the structure and the form of the textbook content are described by chapter. The theoretical part should allow students to complete screening questions, univariate and multivariate tests, problems, and exercises. Each chapter of the developed textbook is divided into paragraphs, and each paragraph is divided into items. One item of theoretical material contains either a new idea to study or a set of interrelated concepts that define a new idea. According to this, it is possible to form mathematical knowledge trajectories. So, there are broad opportunities to transform knowledge elements into multimedia forms, including presentations, videos, test modules, and other newly emerging means of representation and visualization, using the achievements of artificial intelligence. It is possible to define main themes such as natural numbers counting, acquaintance with geometric shapes, comparison of objects in the value and quantity, acquaintance with a squared paper and measurement standards, the study of objects position, the sets consideration, introduction to the algorithm concept can. The authors’ conceptual directions of teaching mathematics in the 1st grade provide the foundation for mathematical education in general education schools for all the years of study.

scholarly journals Inter-subject links within the content-methodical lines of Math school course

2019 ◽  
Vol 8 (3) ◽  
pp. 290-295
Author(s):  
Natalya Vasilievna Kononenko ◽  
Julia Sergeevna Tokareva ◽  
Pavel Aleksandrovich Chukhriy
Keyword(s):  
General Education ◽  
Linear Equations ◽  
Subject Area ◽  
Practical Significance ◽  
Federal State ◽  
Teaching Mathematics ◽  
Practical Application ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
State Educational

This paper considers some ways of inter-subject links realization within the content-methodical lines of Math school course. The course of Math at school is permeated with inter-subject links, which are the foundation of the subject and through which a succession is implemented in teaching of Mathematics. The implementation of inter-subject links in teaching Mathematics requires a special organization of educational material and the process of its study and, therefore, acts as a didactic principle. In this paper, inter-subject links are revealed at two levels: the level of content and the level of methods for solving problems. The inter-subject links at the substantial level are learning numerical sequences and linear equations and inequalities, while at the level of methods - examples of transcendental equations. The implementation of inter-subject links at the content level takes place in conjunction with their implementation at the level of methods and has a wide practical application at Mathematics lessons. The conducted researches have shown that inter-subject links naturally extend on the subject area Mathematics and Computer Science according to the Federal state educational standards of the basic and secondary general education. The practical significance of the study is that its results can be used for teaching Mathematics at school.

Developing Student’s Readiness for Choice: Overview

2020 ◽  
pp. 160-172
Author(s):  
Elena Vladimirovna Batina ◽  
Keyword(s):  
Theoretical Analysis ◽  
New Technologies ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Federal State ◽  
Educational Activities ◽  
Educational Standard ◽  
Pedagogical Research ◽  
State Educational ◽  
Development Of Students

A modern student faces a situation of many alternatives for choice in the field of education. It can be the choice of new technologies, new educational environments, new ways of communication with participants in educational relations. Development of students’ readiness for a conscious, independent and responsible choice of educational activities and the construction of an individual trajectory of education are among the requirements of the Federal State Educational Standard. Choice is considered in detail in philosophy and psychology and, to a lesser extent, in the field of pedagogy, few scientific works are devoted to the problem of developing students’ readiness for educational choice. The article examines the choice in two aspects: as a process and as an internal human activity. The main features of choice are revealed, the concept of readiness to choose as an integrative characteristic of a person is analyzed. The article provides an overview of domestic and foreign researchers in the field of psychology and pedagogy on the problem of the developing students’ readiness to choose educational activities in cooperation with parents, teachers and other students. The purpose of the article is to analyze and generalize the main psychological and pedagogical approaches to the definition of the concepts of choice, readiness to choose, and to identify the essential features of choice in the course of theoretical research. The author considers the features of the process of the development of students to choose educational activities in the theory and practice of education. Methodology. In the course of a theoretical review of the problem, we used the methods of theoretical analysis, synthesis, comparison and generalization. A conclusion is drawn about the current approaches and methods used to develop students’ readiness to choose educational activities in the theory and practice of education. The results of the theoretical analysis of the phenomena of choice and readiness to choose are useful for further psychological and pedagogical research and the organization of the process of developing students’ readiness for choice.

scholarly journals The Problems of Meta-Subject Outcomes Assessment in General Education

2021 ◽  
Vol 16 (1) ◽  
pp. 6-12
Author(s):  
Damdinzhapova Oyuna M. ◽  
Keyword(s):  
General Education ◽  
Personal Development ◽  
Reference Points ◽  
Assessment Tools ◽  
Diagnostic Tools ◽  
Federal State ◽  
Problem Analysis ◽  
Educational Standard ◽  
Theoretical Approaches ◽  
State Educational

The article is devoted to the problem of meta-subject outcomes evaluation in general education. The need to consider this issue is justified by the contradictions between the existing approaches to evaluating new results and the lack of approved, accepted diagnostic tools. In addition, there are clear gaps between the activity-based learning framework of the Federal State Educational Standard and the traditional (knowledge-information) system for evaluating educational results. In the course of comparative and problem analysis, a number of benchmarks is identified. This allows to distinguish between approaches, concepts and their bases. Thus, the reference points are the educational system itself and the methods of teaching in which the school and the teacher work (developmental training, Pedagogy of mental and action approach, competence-based approach, etc.). For example, the basis for evaluating the meta-subject results of education in the activity-based approach are the stages of forming mental actions from simple to complex. The criteria basis for evaluating the meta-subject results of education are the concepts of “thinking”, “activity” and “result”, as the indicators of personal development level. The assessment of meta-subject skills in the competence-based approach is focused on “outcome results”. The description of theoretical approaches to the assessment of meta-subject results of education gives grounds for proper selection and application of the necessary assessment tools, thereby contributing to the improvement of general education quality. Keywords: evaluation, diagnostics, activity approach, meta-subject outcomes, educational outcomes

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