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RESEARCH PAPER
Features of a Project-Case Technology in Teaching Students Further Mathematics
1
Kazan State University of Architecture and Engineering, Kazan, RUSSIA
2
Kazan (Volga Region) Federal University, Kazan, RUSSIA
3
Sechenov First Moscow State Medical University, Moscow, RUSSIA
4
Pacific National University, Khabarovsk, RUSSIA
5
Financial University under the Government of the Russian Federation, Moscow, RUSSIA
Publication date: 2020-10-07
EURASIA J. Math., Sci Tech. Ed 2020;16(11):em1900
KEYWORDS
project based learningcase study methodcase tasksteaching further mathematicsengineering educationconstruction and architecture education
ABSTRACT
The relevance of the research is due to the fact that the study of further mathematics in an
engineering university provides the level of general education and general cultural development
of students, and educational background in special disciplines for the subsequent professional
tasks solution. At the same time, there are significant difficulties in mastering the “Further
Mathematics” course by students. In this regard, this work is aimed at solving the problem of
improving the process of teaching further mathematics in an engineering university using a
combination of project based learning and case study (project-case technology). It contributes to
developing professional competencies of students of architectural and engineering specialties
through the use of solving practice-oriented problems, which brings them closer to real future
professional activities. The leading methods in the problem study were: entrance subject testing
of the training level in mathematical; pedagogical observation during lessons where project based
learning and case study were used; questionnaires upon completion of the “Further Mathematics”
course, aimed at identifying both the level of mathematical maturity and the level of ability to
conduct research activities necessary to solve non-standard professional tasks. Methods of
mathematical statistics were used to process the experimental data. The main results of the study
consist in highlighting the features of the combination of project based learning and case study
when mastering the “Further Mathematics” course by students, future architect engineers. The
significance of the obtained results lies in the fact that the proposed organization of the
educational process can be implemented in various engineering specialties, considering a
selection of specific professional case tasks.
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