Creating a Model of Assessment of Mathematical Education Quality on the Example of Plekhanov Russian University of Economics

2020 ◽  
Author(s):  
Maksim Babushkin ◽  
Ekaterina Troneva
Keyword(s):  
Education Quality ◽  
Mathematical Education

An Integral Criterion for Assessing the Quality of Mathematical Education of School Graduate

2016 ◽  
Vol 4 (3) ◽  
pp. 46-52 ◽  
Author(s):  
Купцов ◽  
Mikhail Kuptsov ◽  
Маскина ◽  
Mariya Maskina ◽  
Теняев ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Education Quality ◽  
Mathematical Education ◽  
Integral Criterion ◽  
School Graduate ◽  
Entrance Examinations ◽  
University Teachers ◽  
The University ◽  
Working Out

The article is dedicated to school education quality issues and working out its assessment of objective measures. Mathematics education quality assessment is taken as an example. Mathematics education integrated criterion level called school graduator rating was worked out with reference to questionnaire given to school teachers, university teachers, experts of Unifi ed State Exam checking and organizers of school Olympiads. It takes into account the Unifi ed State Exam results, university extra entrance examinations and Olympiads achievements. Statistic research, carried out on 100 cadets of the Academy of the Federal Penal Service of Russia, confi rmed objectivity elaborated criterion and it’s correlation to the university studying results which were represented by examination grades in mathematics.

scholarly journals UNA REFLEXIÓN SOBRE EL APRENDIZAJE DE LA MATEMÁTICA FUERA DEL ESPACIO ESCOLAR

PARADIGMA ◽  
2020 ◽  
pp. 308-325
Author(s):  
Silvia Natalia Retamal Cisterna ◽  
Luis R. Pino-Fan ◽  
Sonia Salas-Salinas
Keyword(s):  
School System ◽  
Mathematical Practice ◽  
Education Quality ◽  
Mathematical Education ◽  
Critical Mathematics ◽  
The World ◽  
El Sistema ◽  
Wide Gap ◽  
Educational Field ◽  
School Space

ResumenDesde hace aproximadamente 25 años, los resultados en matemáticas, según la Agencia de la Calidad de la Educación en Chile, confirman la amplia brecha existente entre los estudiantes más favorecidos socioeconómicamente y los menos favorecidos. Lo anterior nos lleva a reflexionar sobre la visión sociopolítica de la enseñanza de la matemática escolar. Algunas premisas que se analizan al respecto son: la matemática como asignatura de la excelencia; la educación matemática como un dispositivo de poder; el sistema escolar como monopolio de la enseñanza de las matemáticas; restarse en el mundo de la matemática; y la matemática necesaria fuera del espacio escolar. El objetivo de este artículo es reflexionar sobre tales premisas, ubicando el escenario chileno en ellas, para entender los mecanismos por los que se reproducen desigualdades desfavorables para los estudiantes más vulnerables de nuestra sociedad y con ello identificar directrices para contribuir con la justicia social desde el ámbito educativo.Palabras clave: Espacio Escolar. Prácticas Matemáticas. Matemática Crítica. Segregación. Exclusión. Enfoque Ontosemiótico.Uma reflexão sobre a aprendizagem de matemática fora do espaço escolarResumoPor aproximadamente 25 anos, os resultados em matemática, de acordo com a Agência para a Qualidade da Educação no Chile, confirmam a grande diferença entre os alunos mais socioeconomicamente favorecidos e os menos favorecidos. Isso nos leva a refletir sobre a visão sociopolítica do ensino de matemática nas escolas. Algumas premissas analisadas a esse respeito são: a matemática como objeto de excelência; educação matemática como dispositivo de poder; o sistema escolar como monopólio do ensino da matemática; subtrair-se no mundo da matemática; e a matemática necessária fora do espaço escolar. O objetivo deste artigo é refletir sobre essas premissas, localizando o cenário chileno nelas, entender os mecanismos pelos quais as desigualdades desfavoráveis são reproduzidas para os alunos mais vulneráveis de nossa sociedade e, assim, identificar diretrizes para contribuir com a justiça social desde o âmbitoeducacional.Palavras-chave: Espaço escolar. Práticas Matemáticas. Matemática Crítica. Segregação.Exclusão. Abordagem ontosemiótica.A Reflection on the Learning of Mathematics Outside School SpaceAbstractFor approximately 25 years, the results in mathematics, according to the Education Quality Agency in Chile, confirm the wide gap between the more and less socioeconomically favored students. This leads us to reflect on the sociopolitical vision of teaching school mathematics. Some premises that are noticed in this regard are mathematics as a subject of excellence; mathematical education as a power device; the school system as a monopoly of the teaching ofmathematics; subtract yourself in the world of mathematics; and the necessary mathematics outside the school space. The objective of this article is to reflect on these premises, locating the Chilean scenario in them, to understand the mechanisms by which unfavorable inequalities are reproduced for the most vulnerable students in our society and thereby identify guidelines to contribute to social justice from the educational field. Keywords: School Space. Mathematical Practice. Critical Mathematics. Segregation. Exclusion.Ontosemiotic Approach.

scholarly journals An integrated assessment of the quality of teaching Mathematics in school

2021 ◽  
Vol 101 ◽  
pp. 03039
Author(s):  
Liana Sagatelova ◽  
Irina Tarasova ◽  
Nataliya Asanova
Keyword(s):  
General Education ◽  
Education Quality ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Complex Objects ◽  
Quality Of Teaching ◽  
Volgograd Region ◽  
Integral Assessment ◽  
High Level

This article presents a diagnostic criteria-based methodology for a systematic and complex assessment of the quality of teaching Mathematics in school. This methodology may help assess the prospects of applied approaches to teaching Mathematics as well as monitor it and describe in terms of ensuring the high quality of general education in Mathematics. We used Kolmogorov’s “convolution of qualities” as a basis for developing this methodology for the systematic and complex diagnostics of mathematical education in school. This methodology is used to assess the quality and optimization of complex objects in mechanics, chemical industry, economics, and higher education. The suggested integral assessment (systematic and complex diagnostics) was successfully applied to evaluate the quality of teaching Mathematics in schools of the Volgograd region. We defined three levels of mathematical education quality: discrete (minimal and restricted level), fragmentary (average functional level), and integrated and comprehensive (a rather high level).

scholarly journals UNA REFLEXIÓN SOBRE EL APRENDIZAJE DE LA MATEMÁTICA FUERA DEL ESPACIO ESCOLAR

PARADIGMA ◽  
2020 ◽  
pp. 308-325
Author(s):  
Silvia Natalia Retamal Cisterna ◽  
Luis R. Pino-Fan ◽  
Sonia Salas-Salinas
Keyword(s):  
School System ◽  
Mathematical Practice ◽  
Education Quality ◽  
Mathematical Education ◽  
Critical Mathematics ◽  
The World ◽  
El Sistema ◽  
Wide Gap ◽  
Educational Field ◽  
School Space

ResumenDesde hace aproximadamente 25 años, los resultados en matemáticas, según la Agencia de la Calidad de la Educación en Chile, confirman la amplia brecha existente entre los estudiantes más favorecidos socioeconómicamente y los menos favorecidos. Lo anterior nos lleva a reflexionar sobre la visión sociopolítica de la enseñanza de la matemática escolar. Algunas premisas que se analizan al respecto son: la matemática como asignatura de la excelencia; la educación matemática como un dispositivo de poder; el sistema escolar como monopolio de la enseñanza de las matemáticas; restarse en el mundo de la matemática; y la matemática necesaria fuera del espacio escolar. El objetivo de este artículo es reflexionar sobre tales premisas, ubicando el escenario chileno en ellas, para entender los mecanismos por los que se reproducen desigualdades desfavorables para los estudiantes más vulnerables de nuestra sociedad y con ello identificar directrices para contribuir con la justicia social desde el ámbito educativo.Palabras clave: Espacio Escolar. Prácticas Matemáticas. Matemática Crítica. Segregación. Exclusión. Enfoque Ontosemiótico.Uma reflexão sobre a aprendizagem de matemática fora do espaço escolarResumoPor aproximadamente 25 anos, os resultados em matemática, de acordo com a Agência para a Qualidade da Educação no Chile, confirmam a grande diferença entre os alunos mais socioeconomicamente favorecidos e os menos favorecidos. Isso nos leva a refletir sobre a visão sociopolítica do ensino de matemática nas escolas. Algumas premissas analisadas a esse respeito são: a matemática como objeto de excelência; educação matemática como dispositivo de poder; o sistema escolar como monopólio do ensino da matemática; subtrair-se no mundo da matemática; e a matemática necessária fora do espaço escolar. O objetivo deste artigo é refletir sobre essas premissas, localizando o cenário chileno nelas, entender os mecanismos pelos quais as desigualdades desfavoráveis são reproduzidas para os alunos mais vulneráveis de nossa sociedade e, assim, identificar diretrizes para contribuir com a justiça social desde o âmbitoeducacional.Palavras-chave: Espaço escolar. Práticas Matemáticas. Matemática Crítica. Segregação.Exclusão. Abordagem ontosemiótica.A Reflection on the Learning of Mathematics Outside School SpaceAbstractFor approximately 25 years, the results in mathematics, according to the Education Quality Agency in Chile, confirm the wide gap between the more and less socioeconomically favored students. This leads us to reflect on the sociopolitical vision of teaching school mathematics. Some premises that are noticed in this regard are mathematics as a subject of excellence; mathematical education as a power device; the school system as a monopoly of the teaching ofmathematics; subtract yourself in the world of mathematics; and the necessary mathematics outside the school space. The objective of this article is to reflect on these premises, locating the Chilean scenario in them, to understand the mechanisms by which unfavorable inequalities are reproduced for the most vulnerable students in our society and thereby identify guidelines to contribute to social justice from the educational field. Keywords: School Space. Mathematical Practice. Critical Mathematics. Segregation. Exclusion.Ontosemiotic Approach.

Ped Hospitalist Advocates for Education, Quality

2011 ◽  
Vol 4 (8) ◽  
pp. 31
Author(s):  
Mary Ellen Schneider
Keyword(s):  
Education Quality

Measuring engineering technology education quality from students' perspective

2012 ◽  
Author(s):  
Nurul Na'imy Wan ◽  
Norzalina Othman ◽  
Mohd Fauzi Zainol Abidin ◽  
Mazwin Tan ◽  
Azhar Aziz
Keyword(s):  
Technology Education ◽  
Education Quality ◽  
Engineering Technology

UPAYA PENINGKATAN MUTU PENDIDIKAN DI PONDOK PESANTREN HJ. HANIAH MAROS SULAWESI SELATAN

2012 ◽  
Vol 10 (2) ◽  
Author(s):  
Abdul Muin
Keyword(s):  
Qualitative Method ◽  
Healthy Lifestyle ◽  
Boarding School ◽  
Education Quality ◽  
Quality Of Education ◽  
The People ◽  
Interest And Motivation

AbstractThe purpose of this paper is to reveal how the quality of education in this Islamic boarding school is, particularly related to education facilities, curriculum and strategies of education quality improve­ments. This study used the qualitative method. Findings of this study are: first, education infrastructure and facilities are relatively complete and adequate, which are supported by the atmosphere of the Islamic boarding school that is full of simplicity and modesty by habituation in implementing clean and healthy lifestyle. Second, the tafaqquh fi-al din (understanding of religion)-based curriculum compiled by the Islamic boarding school occupies the same degree (equal) to the curriculum prepared by the Ministry of Religious Affairs, so that both tafaqquh fi-al din (understanding of religion) studies and general studi­es have high electability, which is able to increase the quality of education and also generates interest and motivation of the people (parents) to put their children to the Islamic boarding school. Third, education in the Islamic boarding school has a strong independency because it is supported by substantial financial resources.AbstrakTujuan tulisan ini untuk mengungkapkan bagaimana mutu pendidikan di pondok pesantren ini, khususnya berkaitan dengan sarana pendidikan, kurikulum dan sterategi peningkatan mutu pendidik­an. Penelitian ini menggunakan metode kualitatif. Hasil temuan studi ini adalah: Pertama, sarana dan fasilitas pendidikan relatif lengkap dan memadai, ini didukung oleh suasana kehidupan pondok pesan­tren yang penuh kesederhanaan dan kebersahajaan dengan pembiasaan menerapkan pola hidup bersih dan sehat. Kedua, kurikulum yang berbasis tafaqquh fi-al din yang disusun oleh pondok pesantren ini menempati derajat yang sama (equal) dengan kurikulum yang disusun Kementerian Agama, sehinga baik kajian tafaqquh fi al-din maupun pelajaran umum memiliki electabilitas yang tinggi, hal ini mampu meningkatkan mutu pendidikan dan sekaligus membangkitkan animo dan motivasi masyarakat (orangtua) untuk memasukkan anaknya ke pesantren ini. Ketiga, penyelenggaraan pendidikan di pon­dok pesantren ini memiliki kemandirian yang kuat, karena didukung oleh sumber dana yang besar.

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