Design Methodology for Electronic Training Problems Aimed at Development of Mathematical Problems Solving Competence

2021 ◽  
Vol 25 (4) ◽  
pp. 23-38
Author(s):  
T. A. Kustitskaya ◽  
R. V. Esin

The aim of the study. The fourth industrial revolution demands highly qualified personnel as important factor of economic growth, which imposes serious requirements on the formation of key and subject competencies among graduates of higher educational institutions. A particularly important role is assigned to the mathematical competence which is required to solve complex and science-intensive problems. Given the growing share of e-learning and distance learning at the university, it is necessary to intensively develop the methodology for mathematical competence formation in the electronic environment, and create effective teaching tools on its basis. The current level of digitalization of education already allows organizing independent work of students in the electronic environment at a sufficiently high level. In the literature we can find various methods and tools, aimed at the formation of the cognitive component of competencies. However, the issue of skills’ development in the electronic environment is still underrepresented. The purpose of this study is to develop a methodology for creating electronic training problems, which aims at forming a practical component of mathematical competence – the competency of solving mathematical problems.Materials and methods. In the study we performed a comparative analysis of scientific and methodological literature, regulatory and methodological documents, as well as professional and federal educational standards of higher education. The development of a model of electronic training problems was carried out using methods of structural modeling. The developed methodology was implemented in the educational process, and the confirmation of its effectiveness was obtained by statistical analysis of the results of the pedagogical experiment.Results. We proposed a methodology for electronic training problems development aimed at formation of mathematical problems solving competency. The methodology is based on existing approaches to problem solving formalization. In the presented structural model of an electronic training problem, the aspects of problem solving discovered earlier by other authors, are supplemented by the contextual aspect. This aspect is intended for linking the regarded problem with the material, studied at the moment and, if possible, with future professional activity of a student. The proposed methodology for organizing feedback in an electronic training problem contributes to the formation of metacognitive skills among students through the elements of tutoring.Conclusion. On the basis of the proposed methodology, 8 electronic training problems were developed for the course “Probability and Mathematical Statistics” and tested in the educational process of the Siberian Federal University. The effectiveness of the electronic training problems for the development of mathematical problems solving competency was assessed in the course of a pedagogical experiment. The purpose of the experiment was to study the impact of the electronic training problems in the competency formation for particular topics of the course. Using student’s test for independent samples and the Mann-Whitney test we confirmed that the designed electronic training problems positively affect the formation of mathematical problems solving competency. In the future, the proposed methodology can be included in the teaching toolkit for the formation of mathematical competence in an electronic environment.

Author(s):  
Romyx Romy Faisal Mustofa ◽  
Aloysius Duran Corebima ◽  
Endangx Endang Suarsini ◽  
Murni Saptasari

This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.


2020 ◽  
Vol 75 ◽  
pp. 04010
Author(s):  
Mariia Astafieva ◽  
Dmytro Вodnenko ◽  
Oksana Lytvyn ◽  
Volodymyr Proshkin ◽  
Oleksii Zhyltsov

The article analyzes the problems of mathematical university preparation of specialists in the context of their professional self-realization in the modern labour market. The structure of mathematical competence of students is considered, its most important components are substantively described (the ability to ask and answer questions in and with mathematics, the ability to deal with mathematical language and tools). As a result of the first (ascertaining) stage of pedagogical experiment allowed to establish the level of students’ mathematical competence formation according to the specified structure was established. It is proved that students of both mathematical and non-mathematical majors have poor mathematical knowledge and skills for solving problems that require their complex application, in particular, modeling problems in the context of future professional activity. The basic approaches to formation of mathematical competence of students are substantiated: research-oriented teaching; interdisciplinary approach and practical orientation; use of digital learning environments and related tools. The methods of implementation of these approaches are disclosed in the authors’ elective discipline for the students of mathematical specialty “Methods of formation of students’ mathematical competence for the future successful career”. The continuation of the research will be the introduction of the discipline above to the educational process which contains the next monitoring of future teachers’ readiness to use indicated approaches in their professional activity.


Author(s):  
Maria E. Chekulaeva ◽  
Natalia V. Sidorova ◽  
Natalia G. Kuzina ◽  
Julia A. Veselovskaya

Having included the list of general and professional competencies in the educational standards, the significant difficulties occurred in their formation and measurement of the level of their achievement in teaching mathematics. The aim of the work is to develop a set of application mathematical problems aimed at the formation of both the skills in subject and certain competencies of the students of the secondary professional institutions. The theoretical research formed the methodological basis. It consists of the theory of competency-based approach, theory of problem solving and applied direction of the course of mathematics. The main directions of creating the complex of application tasks, the content of which has professional orientation, were also defined. The practical part of the study is to determine the content of application tasks in a dedicated professional field, justifying the influence of applied professional-oriented tasks on the formation of general competencies in students. The efficiency of the developed complex of application tasks was estimated during the pedagogical experiment. The results show that this complex promotes both in-depth study of mathematics and the formation of a certain group of competencies in students. The complex is applied in educational process of Ulyanovsk College of Food and Trade. The data of the study can be useful for teachers of mathematics of the secondary professional institutions.


Author(s):  
Megan Hastie

As momentum builds around the fourth industrial revolution, it is imperative that schools equip the youth of today to succeed in the workforce of tomorrow. The use of smart learning environments (SLE) is an optimal way to prepare students for the future because the use of innovative technologies and elements allow for greater flexibility, effectiveness and adaption, engagement, motivation, and feedback for the learner. It is envisioned that the “smart” learners of the future will operate in SLE that are contextual, personalized, and seamless. The learning process in the SLE will facilitate their problem solving and promote their intellectual growth as lifelong learners. This study, then, demonstrates how educational robotics can be used by educators to equip students in the UAE for futures in STEM fields of study and work. It is claimed that students who build robots build futures for themselves and their communities: a worthy goal for Emirati students in 2018, The Year of Zayed.


Author(s):  
Romy Faisal Mustofa ◽  
Aloysius Duran Corebima ◽  
Endang Suarsini ◽  
Murni Saptasari

This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.


2021 ◽  
Vol 74 (1) ◽  
pp. 176-181
Author(s):  
Olexiy Scriabin ◽  

The article presents theoretical approaches to the definition of the concept of «psychological training» and the views of modern scientists on the use of training technologies in the training of law enforcement officers. Today, it is relevant and necessary to use modern psychological trainings for the development of personal and professional qualities of law enforcement officers. Psychological trainings include various methods of work: role plays, discussions, group problem solving, situation modeling, methods of feedback and reflection. The main advantages of the training are: development of a holistic system of such skills and abilities as the organization of positive interpersonal interaction in the community; acquisition of new knowledge about the future profession, development of skills and abilities to perform various types of communicative activities in standard and non-standard professional situations; instilling the ability to think critically and creatively in solving professional problems; analysis and selection of actions in professional situations; formation of personal judgments, assessments of the future profession; as well as teamwork skills. Psychotraining influences the increase of motivation to perform educational tasks and educational process, interests in subjects; contribute to a higher quality of knowledge acquisition and the purchase of new practical skills; adaptation of cadets to the conditions of study in the new social environment; solving a problem of a personal nature. In order to increase the efficiency of the process of education and training of law enforcement officers, as well as to create professionally necessary personal qualities, we propose to use them in the training of psycho-training staff. Such trainings can be: training of development of communicative skills, training of formation of emotional and volitional qualities, training of information security, training of psychological counteraction to information influence, training of formation of moral and psychological qualities, and also psychotraining of development of cases in critical and emergency situations.


2020 ◽  
Vol 9 (2) ◽  
pp. 45-52
Author(s):  
Vu Thi Hong Van ◽  
Nguyen Van My

In the international integration and globalization context and the strong influences of the fourth industrial revolution (Industry 4.0), critical thinking (CT) is becoming a more and more important skill that students need to be trained. To undergraduate students, critical thinking is not only a key study skill to meet the targets of the university curriculum but also the individuals’ ability to think independently and make appropriate decisions in real-life situations. Consequently, preparing students to utilize the widest range of academic language skills through analysis, synthesis, and problem-solving facilitates them to the highest levels of academic achievement and the future continuous professional development. This article analyses the crucial roles of critical thinking skills in teaching English as a foreign language (EFL) and developing practical professionals for English pedagogical major students. For practical purposes, examples of activities and steps of implementation are given to enhance critical thinking skills for students at HCM City University of Education, Vietnam.


Author(s):  
N. V Kurilovich ◽  
E. A Chernova

Competence and research competence have been considered in this article as a factor of social teachers’ readiness in work with disabled children. Research competence in working with such children is a necessary component for the subsequent manifestation of professional readiness of the subsequent manifestation of professional readiness of the future teacher and achievement of the skills and development of their own style of work. Research competence is considered as an integral concept, with a stable personal education of the individual and inherent knowledge, skills and personal qualities, motives, values that determine the competence of future specialists. The problem of research competence is multifaceted, as it combines psychological, sociological and pedagogical aspects. It should be considered as a holistic manifestation of the internal activity of the future social pedagogue, his theoretical and practical readiness for research, and the content of professional activity is aimed at independent knowledge, problem solving. External and internal factors influencing the formation of research competence from the position of macro-, mezzo- and micro- levels are identified. In our opinion, the components of research activity are axiological, cognitive, technological and project. Each component corresponds to the levels: high, medium, low. In relation to the educational process of the University research competence encourages to stimulate the interest of students to work with children, to search for independent solutions, the formation of professional competence and motivational readiness, directing to a deeper study and understanding of future professional activities.


2017 ◽  
Vol 31 (57) ◽  
pp. 310-322 ◽  
Author(s):  
Abdul Halim Abdullah ◽  
Sharifah Nurarfah S. Abd Rahman ◽  
Mohd Hilmi Hamzah

Abstract Metacognitive skills play an important role in solving mathematical problems. However, there is a lack of empirical studies on the role of metacognitive skills in solving mathematical problems, particularly non-routine ones. Therefore, this study was undertaken to identify students' metacognitive skills and the impact of such skills on non-routine mathematical problem solving. By using a quantitative method, a total of 304 students in Johor Bahru district were involved in the study. A Self-Monitoring Questionnaire (SMQ) and a mathematical test were used in data collection. Data were analysed using descriptive and inferential statistics such as frequency, percentage, mean, the Mann-Whitney U test, and the Kruskal-Wallis H test. Results showed that the level of the students' performance in solving non-routine mathematical problems was very low. There was also a significant difference in the metacognitive skills among students with different performance levels in solving non-routine mathematical problems, and we concluded that these metacognitive skills should be emphasised in this process.


Author(s):  
Владимир Викторович Макеев

Введение. Актуальность исследования обусловлена потребностью в изучении особенностей организации образовательного процесса в современном техническом вузе в рамках «третьей миссии» университетов, четвертой промышленной революции, задач цифровизации экономики России, подготовки инженерной элиты будущего. Представлены особенности организации образовательного процесса в современном техническом вузе. Рассмотрены внешние факторы глобального, общероссийского, регионального и локального (на уровне образовательных учреждений) характера. Цель – выявить ключевые особенности организации образовательного процесса в современном техническом университете. Задачи исследования: 1) выявить ведущие направления и тенденции развития современных университетов; 2) систематизировать современные представления об особенностях организации образовательного процесса в современном техническом вузе; 3) обосновать требования, предъявляемые к абитуриентам современных технических вузов. Материал и методы. Теоретические – абстрагирование, анализ, конкретизация, обобщение; эмпирические – изучение и обобщение педагогического опыта, изучение продуктов деятельности, контент-анализ. Результаты и обсуждение. Представлены наиболее существенные особенности организации образовательного процесса в современном техническом университете. Заключение. Обоснованы специфические особенности современного образовательного процесса в техническом нестоличном вузе, наиболее существенно влияющие на него, в условиях повышенных ожиданий по подготовке квалифицированных кадров для развития экономики России, а также дефицитов и вызовов как глобальной, так и отечественной, в том числе региональной, повестки. Теоретическая значимость работы связана с выявлением и описанием ведущих тенденций развития отечественных университетов в фокусе четвертой промышленной революции, цифровизации экономики России, изменения образовательной парадигмы и глобальной конкуренции в сфере экспорта образования и академического превосходства. Introduction. The relevance of the study is due to the need to study the features of the organization of the educational process in a modern technical university within the framework of the «third mission» of universities, the Fourth Industrial Revolution, the tasks of digitalizing the Russian economy, training the engineering elite of the future, it is impossible without researching the features of the organization of the educational process in a modern technical university. The article presents the features of the organization of the educational process in a modern technical university. The external factors of a global, all-Russian, regional and local (at the level of educational institutions) character are considered. The aim of the work is to identifying the key features of the organization of the educational process in a modern technical university, which have a significant impact in modern conditions. Research objectives: 1) identify the leading directions and development trends of modern universities; 2) systematize modern ideas about the peculiarities of the organization of the educational process in a modern technical university; 3) substantiate the requirements for applicants to modern technical universities. Material and methods. Theoretical – abstraction, analysis, specification, generalization; empirical – study and generalization of pedagogical experience, study of the products of activity, content analysis. Conclusion. The scientific novelty of the research lies in the substantiation of the specific features of the modern educational process in a technical non-capital university, which most significantly affect it, in the context of increased expectations for the training of qualified personnel for the development of the Russian economy, as well as deficits and challenges, both global and domestic, including regional, agenda. The theoretical significance of the work is associated with identifying and describing the leading trends in the development of domestic universities in the focus of the Fourth Industrial Revolution, digitalization of the Russian economy, changes in the educational paradigm and global competition in the export of education and academic excellence.


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