1/2018 vol. 14
Stats
CC-BY 4.0
Get citation
RESEARCH PAPER
Pedagogical Readiness of Mathematics Teachers to Implement Innovative Forms of Educational Activities
Zeyu Wang 1
,
 
Vyacheslav V. Utemov 2
,
 
Ekaterina G. Krivonozhkina 3
,
 
Gang Liu 4
,
 
Alexander A. Galushkin 5,6
 
 
 
More details
Hide details
1
Institute of Economics, Chinese Academy of Social Sciences, Beijing, CHINA
 
2
Vyatka State University, Kirov, RUSSIA
 
3
Kazan (Volga region) Federal University, Kazan, RUSSIA
 
4
Business School, Renmin University of China, Beijing, CHINA
 
5
Peoples’ Friendship University of Russia (RUDN University), Moscow, RUSSIA
 
6
Stolypin International Institute of Informatization and Public Administration, Moscow, RUSSIA
 
 
Online publication date: 2017-11-18
 
 
Publication date: 2017-11-18
 
 
EURASIA J. Math., Sci Tech. Ed 2018;14(1):543-552
DOI: https://doi.org/10.12973/ejmste/80613
 
 
Article (PDF)
References (31)
 
KEYWORDS
forms of organization of learning activities
pedagogical innovations
advanced pedagogical experience
a creative lesson
TRIZ pedagogy
 
ABSTRACT
The purpose of this study is to develop and validate the evaluation indicators of teaching. The relevance of the present study is due to the problem of improving the quality of school education in the Russian Federation by means of renewal of the content of general education, provided by the RF State program “Development of Education for 2013-2020”. The vectors of updating are determined by the tasks of transition to the democratic and constitutional state, the market economy, the need to overcome the dangers of the country lagging behind global trends of economic and social development and, what is the most important, by the growing influence of the human capital on the economy of the country. The aim of this study is to identify the level of readiness of teachers to implement innovative forms of educational activities into the educational process with the help of the analysis of the responses of mathematics teachers to reflexive questions. The presentation of lessons with innovative forms during the methodical workshop and the systematic analysis of the experimental data are the main technologies. As a result of the experimental study, conducted in 2015-2017 in the Kirov region with a group of 71 mathematics teachers we can present the experience of the implementation of innovative organization forms of educational process and summarize the results in the form of the subjective reflective assessment. The article justifies the high level of pedagogical readiness of mathematics teachers to introduce innovative forms of organization of educational activities such as: event-based learning, adaptive teaching, ‘bring your own devices’, computational thinking, and stealth assessment.
REFERENCES (31)
1.
Abrahams, I., & Reiss, M. (2012). Practical Work: its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49(8), 1035-1055.
Google Scholar
 
 
2.
Alias, N., DeWitt, D., & Siraj, S. (2013). Development of science pedagogical module based on technology and learning styles. Kuala Lumpur: Pearson Malaysia.
Google Scholar
 
 
3.
Aronson, N., & Arfstrom, K. M. (2013). Flipped learning in higher education. Retrieved from http://www.flippedlearning.org....
Google Scholar
 
 
4.
Asadullin, R. M., Teregulov, F. Sh., Koletvinova, N. D., & Egamberdieva, N. M. (2016). Fundamental and Applied Education - A New Look. IEJME -Mathematics Education, 11(1), 23-33.
Google Scholar
 
 
5.
Baker, J. W. (2000). The “Classroom Flip”: Using web course management tools to become the guide by the side. Selected Papers from the 11th International Conference on College Teaching and Learning (pp. 9–17).
Google Scholar
 
 
6.
Chiou, C., Lee, L., Tien, L., & Wang, Y. (2017).Analyzing the Effects of various Concept Mapping Techniques on Learning Achievement under different Learning Styles. EURASIA Journal of Mathematics, Science and Technology Education, 13(7), 3687-3708.
Google Scholar
 
 
7.
Demirel, M., & Turan, M. (2010). The effects of problem based learning on achievement, attitude, metacognitive awareness and motivation. Hacettepe University Journal of Education, 38, 55-66.
Google Scholar
 
 
8.
Ding, M., Li, X., Piccolo, D., & Kulm, G. (2007). Teacher interventions in cooperative-learning mathematics classes. Journal of Educational Research, 100(3), 162-175.
Google Scholar
 
 
9.
Erath, K., & Prediger, S. (2014). Mathematical practices as underdetermined learning goals: The case of explaining diagrams. Proceedings of the Joint Meeting 3 - 17 of PME 38 and PME-NA, 36(3), 17-24).
Google Scholar
 
 
10.
European Commission for Education and Culture, 2014.Website of the European Commission for Education and Culture. Retrieved from http://ec.europa.eu/dgs/educat....
Google Scholar
 
 
11.
Gorev, P. M. (2015). The innovative activity of the educational institution as one of the conditions of of improving the quality of education. Concept, 07. ART 15233. Retrieved from http://e-koncept.ru/2015/15233....
Google Scholar
 
 
12.
Gorev, P. M., & Rychkova, O. V. (2015). Open type tasks in mathematics as a tool for students’ meta-subject results assessment. Concept, 05. ART 15132. Retrieved from http://e-koncept.ru/2015/15132....
Google Scholar
 
 
13.
Gorev, P. M., Masalimova, A. R., Mukhametzyanova, F. S., & Makarova, E. V. (2017).Developing Creativity of Schoolchildren through the Course “Developmental Mathematics”. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 1799-1815.
Google Scholar
 
 
14.
Government of the Russian Federation. (2014). RF Government Resolution of April 15, 2014 № 295 “On approval of the Russian State Program “Development of Education for 2013-2020”.
Google Scholar
 
 
15.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66.
Google Scholar
 
 
16.
Horizon Report Europe. (2014). Schools Edition. Publications Office of the European Union, &Austin, Texas: The New Media Consortium.
Google Scholar
 
 
17.
Hwang, G. J., Lai, C. L., & Wang, S. Y. J. (2015) Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 449. doi:10.1007/s40692-015-0043-0.
CrossRef
 
Google Scholar
 
 
18.
Kiryakova, A. V., Tretiakov, A. N., Kolga, V. V., Piralova, O. F., & Dzhamalova, B. B. (2016). Experimental Study of the Effectiveness of College Students’ Vocational Training in Conditions of Social Partnership. IEJME -Mathematics Education, 11(3), 457-466.
Google Scholar
 
 
19.
Lamanauskas, V., & Augienė, D. (2015). Development of scientific research activity in university: A position of the experts. Procedia - Social and Behavioral Sciences, 167, 131-140.
Google Scholar
 
 
20.
Limniou, M., Schermbrucker, I., & Lyons,M. (2017). Traditional and flipped classroom approaches delivered by two different teachers: the student perspective. Education and Information Technologies, 1-21. doi:10.1007/s10639-017-9636-8.
CrossRef
 
Google Scholar
 
 
21.
Liu, H. K. (2016). Correlation Research on the Application of E-Learning to Students’ Self-Regulated Learning Ability, Motivational Beliefs, and Academic Performance. EURASIA Journal of Mathematics, Science and Technology Education, 12(4), 1091-1100.
Google Scholar
 
 
22.
Ng, W. (2015) Technology Integration and the Flipped Classroom. New Digital Technology in Education, Cham. doi:10.1007/978-3-319-05822-1_7.
CrossRef
 
Google Scholar
 
 
23.
Official Microsoft channel in Russia. (2015). What is the school of the future like? Retrieved from https://youtu.be/_hnm9pQ1Rnc.
Google Scholar
 
 
24.
Open University UK. (2015). Website of the Open University UK. Retrieved from http://www.open.ac.uk.
Google Scholar
 
 
25.
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37, 163-178.
Google Scholar
 
 
26.
Sharples, M., & Adams, A. (2015).Innovating Pedagogy: Open University. Innovation Report, 4, 1-6.
Google Scholar
 
 
27.
Su, C.-H., & Cheng, C.-H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31, 268-286.
Google Scholar
 
 
28.
Utemov, V. V. (2016). Innovations in pedagogical experience in general and professional education of the future. Concept, Special issue 01. ART 76004. Retrieved from http://e-koncept.ru/2016/76004....
Google Scholar
 
 
29.
Wang, Y.‐H. (2016). Could a mobile‐assisted learning system support flipped classrooms for classical chinese learning? Journal of Computer Assisted Learning, 32(5), 391-415.
Google Scholar
 
 
30.
Wu, Y., Lin, Y., Wen, M., Perng, Y., & Hsu, I. (2016). Design, analysis and user acceptance of architectural design education in learning system based on knowledge management theory. EURASIA Journal of Mathematics, Science and Technology Education, 12(11), 2835-2849.
Google Scholar
 
 
31.
Yarullin, I. F., Prichinin, A. E., & Sharipova, D. Y. (2016). Risk Management of an Education Project. International Electronic Journal of Mathematics Education, 11(1), 45-56.
Google Scholar
 
 
Share
Send by email
Indexes
 
Keywords index
Topics index
Authors index
eISSN:1305-8223
ISSN:1305-8215
Journals System - logo
© 2006-2024 Journal hosting platform by Bentus
Scroll to top