OPPORTUNITIES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOLS THROUGH OPPORTUNITIES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOLS THROUGH DIGITAL EDUCATIONAL RESOURCEDIGITAL EDUCATIONAL RESOURCE

2021 ◽  
Vol 71 (3) ◽  
pp. 208-222
Author(s):  
A. Turalbeyeva ◽  
◽  
А.Zh. Kenzhali ◽  
S. Feizuldayeva ◽  
◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Primary Schools ◽  
Information Technologies ◽  
Educational Resources ◽  
Digital Content ◽  
Teaching Mathematics ◽  
Digital Resources ◽  
Digital Education ◽  
Video Clips ◽  
Sound Objects

The article describes the possible aspects of the organization of the methodology of teaching mathematics in primary classes through digital educational resources, content. The theoretical analysis is carried out and the content analysis of the conceptual and categorical apparatus of digital education in the concepts of "information competence, information technologies", "digital resource" is presented. The possibilities of "digital education" in primary classes are characterized generically in all the main subjects. There will also be samples of digital content prepared for the section "learning in parts" in the 4th grade according to the methodology of teaching mathematics in primary classes. In the section Research results, the article presents an algorithm for preparing digital resources. It is explained that the preparation of digital educational resources consists of text-based annimations, multimedia components (video clips, synthesizing images), and sound objects. A scenario for the preparation of digital content will be developed. The advantages of using digital resources in teaching mathematics in primary classes in the development of students ' cognitive abilities are analyzed. For example, the advantages of accessibility of education, personality-oriented learning, creation of an information educational environment, the possibility of choosing an individual trajectory, creative activity, motivational breakthrough, demonstration situation, etc. are described.

scholarly journals Instructional design in foreign language teaching

2021 ◽  
Vol 127 ◽  
pp. 03005
Author(s):  
Anna Viktorovna Palkova ◽  
Larisa Mikhailovna Sapozhnikova
Keyword(s):  
Instructional Design ◽  
Cognitive Abilities ◽  
Information Technologies ◽  
Educational Resources ◽  
State University ◽  
Educational Materials ◽  
Electronic Resource ◽  
Separate Branch ◽  
Original Multimedia ◽  
Addie Model

This paper offers a presentation of two original multimedia educational resources with interactive online tasks in the German language developed within the course “Teacher”s and translator”s electronic resource” in cooperation with the students of the Faculty of Foreign Languages and International Communication of Tver State University. The purpose of our projects assumes, in the first place, deliberate formation of a learning environment meeting the needs of a target audience. In the process of working over the projects, the authors took into consideration the principles of instructional design that served as a theoretical basis for the development of educational materials. Instructional design is viewed by the authors of the article as a separate branch of practical pedagogy which primarily focuses on the application of pedagogical knowledge in practice, namely, development of high-quality efficient educational resources with the use of modern information technologies. The distinctive feature of the theory of instructional design is consideration of not so much the cognitive parameters and mental processes characterising the learning process as the efficient methods and learning formats stimulating these cognitive processes. The most important result of our work is the conclusion that the projects developed with regard for the principles of instructional design under the ADDIE model contribute to enhancement of students’ cognitive abilities and increase the amount and quality of information assimilated by them; at the same time, the learning becomes more systemic and practice-oriented from the first stages of project analysis and planning. The novelty of our approach specifically lies in practical treatment of instructional design as a tool for development of learning materials, invigoration of learning activities and tutor support of students.

scholarly journals Open Resources in the Process Management of an Educational Organization in the Context of Integration and Inclusion

2021 ◽  
Vol 4 (4) ◽  
pp. 47-52
Author(s):  
Alica Vančová ◽  
Terézia Harčaríková ◽  
Ildan G. Idiyatullin ◽  
Mongush N. Chochagay
Keyword(s):  
Inclusive Education ◽  
Information Technologies ◽  
Large Scale ◽  
Organisational Change ◽  
Educational Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Modern World ◽  
Open Educational Resource ◽  
Digital Education

The formation of a digital education space is an important moment for the development of the education system in the modern world. The article analyzes the problems of ensuring the security of information technologies in the management of the educational process of organizations, the risks and threats of open Internet resources in the context of integration and inclusion. It is proposed to identify the process of forming digital mentors in a pandemic Covid time as a safe expert space that can reduce risks and threats. Materials and Methods. Using the method of descriptive analysis of datasets voluntarily made publicly available on the Internet by educational organisations allowed the authors to investigate examples of large-scale projects of virtual schools in the formats of exchange models for information subscribers and system integrators. The issues of ensuring the safety of underage users, legal shortcomings of access and protection of Internet consumers of open educational resources were discussed. Results. The study has shown that the evidence from innovative processes of developing and producing open educational resources is complex, context-specific and difficult to generalise. Such initiatives require significant organisational change, including external partners of educational organisations and stakeholders with different cultures and educational practices. The authors highlight the use of benchmarking technology as a tool for the quality of intellectual integrations and the effectiveness of educational activities as a whole as an important condition for the success of the processes taking place. In the context of the research, the authors raise the issue of computer addiction among pupils and students and their safe interaction with multifaceted information online, drawing attention to the need for legal and educational measures for online safety, which should be planned and implemented in the educational organisation on a regular basis. Open educational resource OER initiatives are related to institutional change and require appropriate pedagogical and psychological approaches and legal support to help all actors in the educational space adapt to changes in the IT culture. The materials of this article will be useful to specialists and educational managers, including inclusive education, in developing prospective strategies for digital education and models for the development, production and maintenance of open educational resources.

Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?

2018 ◽  
Vol 6 (7) ◽  
pp. 1-8
Author(s):  
Benard Litali Ashiono
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Mathematics ◽  
Second Phase ◽  
Grade One ◽  
Supporting Teachers

This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The findings of the study revealed that there was a significant relationship between supporting teachers’ use of ICT in the classroom and their actual use of ICT in teaching mathematics. The study findings however revealed that teachers teaching lower grades in Mombasa, Kenya were not adequately supported in their use of ICT in teaching mathematics. It was recommended that teachers must be granted adequate support in their use of ICT in teaching mathematics.

scholarly journals Project Based Learning (PBL) as a Promising Challenge of Teaching Mathematics

1970 ◽  
pp. 379-409
Author(s):  
Miri Hilai
Keyword(s):  
Cognitive Abilities ◽  
Self Regulation ◽  
Project Based Learning ◽  
Teaching Mathematics ◽  
Mathematical Skills ◽  
The Past ◽  
Innovative Learning ◽  
Different Populations ◽  
Individualized Teaching ◽  
Teaching Learning

Mathematics has always presented a challenge, both for teachers and for pupils, all around the world. Teachers of mathematics of all time periods are interested in having their pupils master the mathematical skills and love math. They deliberate on ways of teaching-learning, because of the tremendous gaps in their pupils’ cognitive abilities and their non-uniform abilities to pay attention and to concentrate. It appears that the main solution in the frontal mathematics lessons is offered to the average pupils, but the main goal is to provide a solution for the entire classroom population. Over the years I have searched for different ways beyond frontal and individualized teaching, so that I could provide a solution for populations with different needs in the mathematics lessons. My search for alternative ways derived also from the need to promote the achievements and to boost the motivation, interest, curiosity, and enjoyment in the learning of mathematics. Contemporary research indicates that there is practical innovative learning which is active and involving; it is called project-based learning (PBL). PBL provides a solution for the improvement of the performances in mathematics, for the motivation of the pupils, and for the inspiration of interest and curiosity in and enjoyment from this field of knowledge. From my experience as a teacher in the past and from the reports of my students in the Gordon Academic College for Education in the PBL course, in such teaching a solution is provided for the different populations in the class. The pupils are engaged in learning in practical and realistic projects that are relevant to their lives. They are more active and autonomous, work cooperatively, and develop patterns of behaviour of independence in learning, self-orientation, and self-regulation. These skills and patterns of behaviour are important to their lives as adults and cultivate the six functions of the learner that are derived from the curriculum in Israel: sensory-motor, self-direction in learning and in its management, intrapersonal and interpersonal, cognitive and meta-cognitive.

scholarly journals Educational tourism as pedagogical innovation in conditions of virtual environment

2021 ◽  
Vol 102 (2) ◽  
pp. 7-17
Author(s):  
T. Shumeiko ◽  
◽  
G. Baubekova ◽  
Keyword(s):  
Virtual Environment ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Tourism Industry ◽  
Digital Resources ◽  
Pedagogical Innovation ◽  
Innovation In Education ◽  
Educational Tourism ◽  
Close Relationship ◽  
Internationalization Of Education

This article is substantiating the relevance of the development of educational tourism caused by the trends of globalization and internationalization of education. The analysis of scientific works on the research of educational tourism is presented. It is noted that despite the relatively long history of the existence of some forms of educational tourism, taking into account the views of scientists that innovation in education is not always a completely new phenomenon, educational tourism can be considered a pedagogical innovation. According to the authors, the existing conviction of scientists about the close relationship of pedagogical innovations with information technologies enhances the innovativeness of virtual educational tourism. The periodization of educational tourism from antiquity to the present day is presented. The significant impact of travels for knowledge and academic exchanges on the modern infrastructure of the tourism industry is noted. Indicating the role of educational tourism for the development of international cooperation in education, the authors analyze the dynamics of external and internal academic mobility in the period from 2015 to 2019 years at the Kostanay State Pedagogical University, which now is Kostanay Regional University named after A. Baitursynov. The innovative nature of modern educational tourism, which is enhanced by the use of information and communication technologies and digital resources, along with traditional forms of tourist and educational activities, is emphasized. A virtual excursion is considered as one of the innovative forms of education. The experience of the participation of students of pedagogical specialties in the development and implementation of digital resources in secondary schools in a virtual environment, contributing to the formation of the readiness of future teachers for productive activities in the context of distance education, is presented.

scholarly journals VISUALIZATION OF SECOND ORDER CURVES IN GEOGEBRA WHEN TEACHING MATHEMATICS TO STUDENTS OF VOCATIONAL EDUCATION INSTITUTIONS

2021 ◽  
Vol 57 (3) ◽  
pp. 134-146
Author(s):  
D.V. Bochkareva ◽  
Keyword(s):  
Mathematics Education ◽  
Vocational Education ◽  
Cognitive Abilities ◽  
Creative Thinking ◽  
Statistical Processing ◽  
Education Institution ◽  
Second Order ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Mathematical Methods

Problem statement. This article is devoted to such a topical issue as the use of the dynamic mathematics system (DMS) GeoGebra in teaching mathematics. DMSs are gradually being introduced into mathematics education, but the question is raised about the effectiveness of their application. The purpose of the article is to study the influence of GeoGebra on the quality of the solving of tasks on the topic «Second order curves» by 2nd year students studying in the specialty “Applied Informatics (by branches)” at NovosibirskProfessional and Pedagogical Vocational Education Institution. The research methodology consisted in the analysis and synthesis of scientific literature on the chosen topic, pedagogical experiment, mathematical methods of processing the results of this experiment and observation of the participants in the pedagogical process.The obtained results of the research indicate that the use of the GeoGebra program has a positive effect on the academic performance of students. Statistical processing of the obtained data shows that there are no differences in the selected criteria between the group that worked in the GeoGebra and the group that worked without computer programs. However, the use of DMSmakes it possible to visually demonstrate the material, draw the attention of students to the academic discipline, promotes the development of creative thinking, and allows students to experiment with mathematical objects on their own. Conclusion. Due to the widespread use of dynamic systems in mathematics education, the study of their influence on the development of various cognitive abilities and personal qualities of students is of practical and scientific interest. The materials of the work can be used in the educational process when teaching and learning the course EN.01 Mathematics at the level of secondary vocational education and distributed to various topics and sections of mathematical disciplines at other levels of education.

Mobile Learning

2017 ◽  
pp. 329-344
Author(s):  
Bonface Ngari Ireri ◽  
Ruth Diko Wario ◽  
Elijah I. Omwenga ◽  
Robert Oboko ◽  
Mwingirwa Irene Mukiri
Keyword(s):  
Digital Media ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Knowledge Retention ◽  
Digital Content ◽  
Discussion Forums ◽  
Video Clips ◽  
Hit Rate ◽  
Open Content ◽  
Video Format

When an instructor is able to identify, develop and apply appropriate digital media content that motivates learners and encourages them to learn, the process of learning is empowered. This study has identified multimedia digital content packaged in the format of video as the most preferred learning media by the learners. Content formats that had highest hit rate with accessed mean rate above 300 (discussion forums, video clips, and graphics) are discussed. The study revealed that learning becomes interactive and effective when a video is presented in the style of hypermedia. Learners' perceptions rating indicated that learners perceived the video format as satisfactory, helpful in knowledge retention, motivational and an enhancement of learning. Available online authoring tools and supportive open content sites are identified and educators are encouraged to develop digital content in video format and disseminate them for teaching and learning.

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