Ensuring readiness for teachers to forming at school future specialists of digital economy on the base of the concept of open educational resources

The article discusses the need to attract school teachers of mathematics and computer science to implement the program “Personnel of the digital economy”. The problem is the steady reduction in recent years in the share of school graduates who choose the exam in specialized mathematics, which does not allow them to continue their studies at universities to acquire IT specialties. This casts doubt on the achievement of the indicators of the program “Development of the Digital Economy of the Russian Federation” in part of staffing of digitalization. To implement the plans, it is necessary to solve the problem of creating the appropriate professional focus of schoolchildren. This, in turn, requires bringing the system of training and retraining of teachers of mathematics and computer science at universities in line with the provisions of the Program in a meaningful, methodological and technological aspects.The article discusses the substantive aspect of the problem and offers some options for solving it: career guidance work with schoolchildren, conducting elective courses on the study of modern IT technologies, programming, robotics, encouraging the design activities of IT-oriented schoolchildren, etc.It is proposed to use open educational resources (OER), issued with free licenses such as Creative Commons, as a methodological and technological basis for training. The advantages of OER in connection with the solution of the problem are discussed. It is proposed to use a cloud-based LMS such as Google Classroom (Google Suite for Education) as a hosting platform.It is concluded that the involvement of school teachers in the preparation of potential (future) cadres of the digital economy is possible on the basis of the approaches proposed in the article.

Methods of Interoperability: Moodle and WeBWorK

The first requirement for an online mathematics homework engine is to encourage students to practice and reinforce their mathematics skills in ways that are as good or better than traditional paper homework. The use of the computer and the internet should not limit the kind or quality of the mathematics that we teach and, if possible, it should expand it. Now that much of the homework practice takes place online we have the potential of a new and much better window into how students learn mathematics, but only if we continue to ensure that students are studying the mathematics we want them to learn and not just mathematics that is easily gradable. Learning Management Systems handle mathematics questions poorly in general but when properly combined with specialized mathematics question engines, they can do much better and still retain their own look and feel for managing a course and collecting data. This paper presents an overview of two interoperation mechanisms developed to connect Moodle (an LMS) and WeBWorK (a mathematics question engine) for use in the WEPS (World Educational Portals) Open Online Courses. It provides a preview of the type of data that can be collected using these tools.

Graphed equilibrium parameters of channels formed in sediment

This paper, for river engineers and their environmental counterparts, presents and explains the origin and potential of four-dimensional charts that smooth most of the world's numerical data obtained from the equilibrium dimensions of sand rivers, gravel rivers, and laboratory flumes. These charts aim to provide a practical service comparable with that provided by factual plots on the comprehensive classic three-dimensional Stanton friction-factor diagram for circular pipes and clean Newtonian fluid. In the river problems, especially, the existence of different phases (whose transitions are not susceptible to formulation), the inadequacies of textbook theories even for simple phases, and the unavoidable imperfections of both field and laboratory measurements combine to prevent responsible design. The remedy is a graphing of total information backed by references from which its reliability and practicability can be assessed.The references have been chosen to contain principal information in the forms of: (i) usable photos, graphs, and tables; (ii) explanations free from specialized mathematics and speculative arguments; and (iii) papers with discussions, authors' replies, and further useful references (since a major reference list would be too long for this paper). Because condensation has had to be extreme the authors will be glad to attempt answers to discussions and questions on the subject matter, its practical applications, and its implications in teaching and research.

Mathematics in the Senior High Schools Differentiated According to Needs: The Second and Third Tracks of Mathematics Courses

Those of us who are desirous of having Mathematics make its maximum contribution to the training of every boy and girl for intelligent and happy living will acclaim the recommendation of the Commission on Postwar Plans of The National Council of Teachers of Mathematics, in its first report’* that mathematics curricula from now on be organized in three distinct series or tracks or sequences. The first track, which the Commission has labelled sequential mathematics, is intended for those planning to pursue further the study of mathematics and the pure and applied sciences based on it. The name sequential mathematics may not be the best way to describe this first track. For are not the other two tracks to be sequential too? Perhaps specialized mathematics might describe this sequence better since it is intended for pupils who plan to specialize in mathematics. The other two tracks have been labelled by the Commission related mathematics for those planning to go into industry and social mathematics for the large number of pupils in neither of the already mentioned two categories; that is, pupils interested in neither industry nor college; or if planning to go to college, not intending to pursue studies requiring the expert, specialized knowledge of our subject needed by the pupils in the first category. These are the pupils who suffered most from our mathematical diet in prewar times. For we either let them starve entirely or we gave them acute mental indigestion by feeding them the wrong mathematical diet.