Volume 11 - Issue 55
/ July 2022
193
https:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.55.07.20
How to Cite:
Kolomiiets, A., Olefir, O., Urum, G., Tiutiunnyk, O., & Dobraniuk, Y. (2022). Introducing the latest teaching and educational
development practices in mathematics: the experience of EU countries. Amazonia Investiga, 11(55), 193-200.
https://doi.org/10.34069/AI/2022.55.07.20
Introducing the latest teaching and educational development practices
in mathematics: the experience of EU countries
Запровадження новітніх практик викладання та розвиток освітнього процесу у
галузі математики: досвід країн ЄС
Received: August 1, 2022 Accepted: September 5, 2022
Written by:
Kolomiiets Alona89
https://orcid.org/0000-0002-7665-6247
Olefir Olena90
https://orcid.org/0000-0002-4629-3668
Urum Galyna91
https://orcid.org/0000-0003-3054-3893
Tiutiunnyk Oksana92
https://orcid.org/0000-0002-8544-4246
Dobraniuk Yurii93
https://orcid.org/0000-0001-6387-6331
Abstract
The purpose of this work was to investigate the
qualitative implementation and the possibility of
use in the educational context of Ukraine. For
this work, the author invited five groups (a total
of 169 students of different genders). The second
was a conversation with the teachers about the
atmosphere in the classroom, the difficulty of the
learning process, and the results. The study
showed the weakness and small effectiveness of
the old teaching methods (control group) and
elementary explanatory online meetings.
Keywords: mathematics, pedagogy,
digitalization, flipped classroom, education.
89
Candidate of Pedagogical Sciences, Associate Professor Department of Higher Mathematics, Faculty of Information Technologies
and Computer Engineering Vinnytsia National Technical University, Vinnitsa, Ukraine.
90
Candidate of physical and mathematical sciences, teacher, The Department of Advanced Mathematics and Statistics, The Faculty
of Physics and Mathematics, South Ukrainian National Pedagogical University named after K.D. Ushynsky, Ukraine.
91
Candidate of technical sciences, senior lecturer, The Department of Advanced Mathematics and Statistics, The Faculty of Physics
and Mathematics, South Ukrainian National Pedagogical University named after K.D. Ushynsky, Ukaine.
92
Candidate of Pedagogical Sciences, Associate Professor of Higher Mathematics Departament of Higher Mathematics Faculty of
Informational Technologies and Computer Engineering, Vinnytsia National Technical University, Ukraine.
93
Candidate of Science (Engineering), Associate Professor, Department of Higher Mathematics Faculty of Information Technologies
and Computer Engineering, Vinnytsia National Technical University, Vinnytsia, Ukraine.
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Introduction
Mathematics is one of the oldest sciences in our
world. Since ancient times, it has become a
universal language for the whole world, a method
for the development of human logical thinking,
and a way for scientific and technical
development. Studying mathematics at school
and in high schools gives pupils and students not
only the acquisition of specialized knowledge but
also the development of intellect and consistent
thinking. Like any subject (humanities, natural or
technical), the teaching of mathematics is being
redefined, changed, and transformed through
sociocultural conditions.
Thus, with the rapid development of
globalization and active scientific and
technological progress, we are now witnessing
the digitalization of the entire world, which has
also affected the sphere of education. So, in 2018,
at the level of the French Ministry, questions
about electronic textbooks, electronic portfolios,
the introduction of presentations and video
lectures, the prospects of introducing distance
learning, the use of special computer programs,
and many other issues are raised (Gueudet et al.,
2021). If discussions of the ideas of digitalization
of education have been longstanding and mostly
theoretical and only sometimes practical, then
with the arrival of the total pandemic covid-19
and forced lockdowns, distance education is
reaching an urgent practical level.
Most countries of the world and Europe have
been forced to introduce "distance learning"
(Weinhandl et al., 2021) tearing students away
from the collective with peers, from the teacher,
and with an apparent shift in the emphasis of
learning to independent work. For example,
France proposed the formation of students'
"autonomous" learning ability (Gueudet et al.,
2021). The transition to distance learning
requires an active reorientation and change in
teaching methods on the part of teachers.
Therefore, digitalization requires schools,
universities, and other educational institutions:
logistical support, new teaching methodology,
and active communication between student and
teacher.
Research Problem
Like most countries in the world, Ukraine is
trying to maintain the level of quality education,
but old teaching methods are losing their
relevance and it is necessary to change
approaches. The model for the introduction of the
latest practices in education are the countries of
the European Union, so to analyze their
experience and place it in Ukrainian conditions
in the future gives a new impetus to the
development of modern science, focused on
quality standards.
Research Aim and Research Questions
Our study aims to analyze the latest methods of
teaching mathematics (on the example of the
European Union countries) in Ukrainian schools,
establishing their effectiveness and further
development. The stated theme and purpose of
the study led to the following tasks: to analyze
the latest methods of teaching mathematics in the
European Union, to form criteria for sampling
subjects, to distribute groupsinto “control” and
“experimental”, to conduct three control and one
final test, to interview teachers and through
statistical analysis, comparative and hermeneutic
practices to draw conclusions.
Materials and methods
General Background
For this study, we selected five 8th graders from
different schools. The students were not mixed
among themselves. By leaving students in a
comfortable and familiar environment, we do not
add to the stress of entering a new environment
by avoiding the need for adaptive time. In the
case of independent or group work, students
already know each other and will be able to ask
for help from each other more quickly, as well as
be comfortable with being assigned to groups
(for example, as with the STEAM system).
Of the five groups, one of them was taught using
standard methods of teaching mathematics (the
control class), and the others with the latest
technology were experimental. Thus, one group,
GP-A, was taught using the “checked group”
concept. Group GP-B, in distance education,
actively used online meetings with the teacher to
discuss questions about the material. Group GP-
B studied with the introduction of individual
“electronic portfolios”. Group GP-G studied
“STEAM education”.
The number of students in the group (on average)
was 25-30 people. The total number of people
was 169. Gender number: 55% - girls and 45% -
guys. Material and technical base: all students
were equipped with technical means (computers)
and the Internet. Most of the students come from
the middle class and have good living conditions
Kolomiiets, A., Olefir, O., Urum, G., Tiutiunnyk, O., Dobraniuk, Y. / Volume 11 - Issue 55: 193-200 / July, 2022
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and family support. Therefore, the social
atmosphere should not have had a large and
negative impact.
Instrument and Procedures
The empirical methods that we used in the
research we can refer to: testing and
conversation. The experiment was conducted for
three months and included two stages. The first
was testing to determine the assessment and
quality of the students' knowledge of
mathematics. During the three months, we
analyzed three current tests and one final test that
required students to apply all the knowledge they
had acquired. The second phase was a
conversation with the teachers. Thirty minutes
were allotted to each person. All interviews were
transcribed and analyzed. Conducting the second
phase provided a more realistic understanding of
the implementation of the latest mathematics
teaching practices. First, the teachers knew their
classrooms. Second, the teachers were able to
compare their teaching experiences with the old
and new methods.
Data Analysis
The results were analyzed using the “statistical”
method of data processing. It is necessary to
demonstrate and compare the quality of the
mathematics knowledge obtained with the
implementation of the latest teaching practices.
The audio files from the teacher interviews were
transcribed and analyzed using comparative and
hermeneutical methods. Questions focused on
classroom atmosphere, difficulties in the
introduction, student motivation, and visible
results.
Literary review
The latest technologies for teaching mathematics
have a wealth of theoretical and practical
research (e.g., that has taken place through
questionnaires) (Weinhandl et al., 2021). Large
universities in Europe are conducting a variety of
studies to improve the learning process, create a
comfortable environment, and identify the best
teaching method. In collecting data, we found
that the learning process and the teaching of
mathematics, in particular, during the covid-19
pandemic was addressed by (Ní Fhloinn &
Fitzmaurice, 2021). Pepin et al. (2017) have
joined in the analysis of the remote presentation
of mathematics. The research in the
implementation of STEAM education in the
Spanish experience was done by (Diego-
Mantecon et al., 2021), (Diego-Mantecon,
Prodromou, Lavicza, Blanco, Ortiz-Laso, 2019).
The ideas of integrating programming to
mathematics have been addressed by (Bråting&
Kilhamn, 2021). Epistemologies of learning and
issues of inclusion have been addressed by:
(Hudson, 2018; Hudson, 2019). Practices of the
“flipped classroom” have been addressed by:
(Feudel & Fehlinger, 2019), Weinhandl et al.
(2018).
Also, in their paper Weinhandl et al. (2018)
considered the topic of “e-portfolio”. The
problem of teaching mathematics in Austria was
addressed by Kadunz & Zudini (2021).
Additional information on the educational
process in Sweden we took from the official
government source: Swedish National Agency of
Education (Swedish National Agency of
Education, 2018). The latest technologies in
education in France and the concepts of student
autonomy have been dealt with by (Gueudet et
al., 2021). The study of the learning process,
using the comparative method, applying it in
Europe and Japan, was done by: Asami-
Johansson et al. (2019).
Results
The latest technology in mathematics
Looking at the experience of the European Union
countries in changing education and in the field
of mathematics, the introduction of the latest
practices, the rethinking of the received
experience, we see that many countries are
focused on the digitalization of being. The
pandemic of Covid-19 forced the introduction of
emergency measures in the educational process,
which gave impetus to the development of
theoretical and practical pedagogy. So, studies on
the effectiveness of teaching mathematics online,
the availability of material and technical facilities
in schools, or the conduct and effectiveness of
distance learning appeared.
We begin our consideration of new practices in
mathematics teaching by identifying them in
distance learning. The University of Ireland, led
by researchers Ní Fhloinn & Fitzmaurice (2021),
conducted online surveys of mathematics
teaching in the early months of the pandemic.
They received active feedback from teaching
subjects who had directly experienced the
changes. Evaluations and recommendations
covered a variety of areas within distance
learning. Here are a few of them: First,
technologies that connect all subjects of learning
should be uncomplicated (this recommendation
came from their practical use). It should be
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remembered that “students must adapt to this
new way of doing things”. Comfortable use of
learning platforms is a psychological comfort for
students and learners. Second, the researchers
came to a consensus on the need for “dialogue”
between all actors in the learning process because
students need psychological and emotional
support. After conducting research, it turned out
that students lacked live communication. One
method of supporting the student is the
introduction of an “online chat” or “discussion
forum”. A study by Ní Fhloinn & Fitzmaurice
(2021) noted the convenience of communication
when teachers can post at any time, students can
engage in streaming on YouTube, where
“students can comment and ask questions via
email or chat”. Second, the researchers came to a
consensus on the need for “dialogue” between all
actors in the learning process because students
need psychological and emotional support. After
conducting research, it turned out that students
lacked live communication. One method of
supporting the student is the introduction of an
“online chat” or “discussion forum”. A study by
Fhloinnhttps & Fitzmaurice (2021) noted the
convenience of communication when teachers
can post at any time, students can engage in
streaming on YouTube, where “students can
comment and ask questions via email or chat”.
Weinhandl et al. (2018) also spoke of the central
role of the “social dimension” in learning
mathematics, examining the experiences of
Austrian schools that, with the onset of the
pandemic, were open only temporarily, to
receive homeschooling materials. Exceptions
were small classes for students whose parents
were classified as essential workers (e.g., health
care workers, grocery stores, or public
transportation workers) and who could not
physically support children in distance learning.
Weinhandl et al. (2018) draws attention to the
disadvantages of online classes. They concern
both technical problems and the moral state of
students. It is believed that in a bad in tension
atmosphere there is detachment from the learning
process, a lack of motivation in acquiring this
knowledge. Because motivation and emotion are
critical to the success of online mathematics
instruction, special attention should be given to
the community and social support when planning
and conducting online instruction (Weinhandl et
al., 2018).
Therefore, one practice is the introduction of
audio-visual “online meetings” to discuss the
material.
E-portfolio
Another effective innovation for learning
mathematics that combines pedagogy and
technology is the creation of an “e-portfolio” for
each student in each individual subject.
An e-portfolio is an electronic document that
demonstrates a student's work and progress in a
particular subject. According to Weinhandl et al.
(2018), working with an “e-portfolio” helps the
student make connections between mathematics
and the real world, develop and demonstrate
learning outcomes in mathematics, and show
individual mathematics topics of interest to the
student. Teachers should also benefit from the
use of electronic portfolios. One of the benefits
of “e-portfolios in teaching mathematics for
teachers is feedback from students” (Weinhandl
et al., 2018). With knowledge from students' “E”
portfolios (as it is also called), a teacher can not
only help with a particular problem in
mathematics but also change teaching methods,
coordinate a student's views in the right direction,
recommend literature and assignments for the
student's interests.
Weinhandl et al. (2018) analyzed the effects of e-
portfolios. The authors analyzed the relationship
and effects of portfolios on students'
mathematical achievement. The authors were
able to establish in their study that when students
learn mathematics through the use of electronic
portfolios, they can achieve better learning
outcomes in “higher-order thinking tasks”. In
addition, it is illustrated that by changing the
assessment processes in e-portfolios (from
pointing out weaknesses to pointing out students'
strengths), metacognitive skills such as reflection
can also be developed.
Research to analyze e-portfolios shows positive
results on the mathematics research side. “When
taught with hands-on, student-centered
approaches to mathematics instruction, such as
the use of electronic portfolios, can be fruitful.
According to Weber, demonstrating in his study
that students who received experimental
instruction were able to develop a deep
understanding of trigonometric functions”
(Weinhandl, 2021).
The practice of the “flipped” classroom
“Flipped” mathematics teaching finds its place in
European countries (particularly Germany and
Austria) as an alternative to the classical model
of teaching, in which students first mastered new
material in the classroom in a lesson.
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The traditional scheme of teaching is very well
known to us: the teacher comes to the class, tells
the new material, simultaneously puts formulas,
theorems, etc. on the board, commenting on the
new material at the same time. It is believed that
the student needs intensive intellectual work to
master the new material (Weinhandl et al., 2018).
The student does several things at the moment of
presenting new material: listening, taking notes,
trying to understand. “Thus, to understand the
content, many students will need intensive post-
lesson processing based on their notes. However,
students often do not carefully work through
lectures after class. On the other hand, they often
do not write down the lecturer's oral explanations
necessary to understand the formal content of the
lecture” (Feudel & Fehlinger, 2021).
We have found and analyzed two kinds of
“flipped method”. The first method is a certain
inverted approach to teaching mathematics. It
was developed by Weinhandl, Lavicza, Süss-
Stepancik. The second is the concept of the
“flipped classroom” considered by Feudel,
Fehlinger (Feudel & Fehlinger, 2021). It should
be noted that at the heart of the two approaches
is the flipping of the responsibilities of the
subjects of learning. At a certain point, the
student assumes the “function” of the teacher,
and the teacher takes a back seat. He or she
becomes a guide in the world of mathematics.
Weinhandl et al. (2018) believe that group
learning spaces can be turned into dynamic,
interactive learning environments. Direct
instruction or individual feedback (concerning
the material) is given individually in individual
learning spaces rather than as a whole. The
second option of “flipping through” is a fully
flipped classroom. The meaning of this practice
is to familiarize in advance with the new
material, and the teacher's role is to explain
incomprehensible points, add comments, etc.
That is, the teacher's job is only to help him
understand it. By the way, we can notice that the
practice of flipped learning has a correlation with
the idea of self-organization (autonomy),
actively implemented in France.
Practice combining mathematics and
programming
Another practice in teaching mathematics is to
combine/include/partially include it with
programming. Denmark and Sweden have had
this experience and over the last 5-6 years have
started to include programming skills in the
“basics”. The relevance of this method is also
based on scientific and technological
development. “In particular, programming is
often emphasized as a pedagogical tool in
developing students' computational thinking”
(Bråting & Kilhamn, 2021). Although the
question of the obviousness of incorporating
programming into mathematics still remains,
Finland and Sweden have integrated with each
other.
The pluralism of opinion on the inclusion of
programming in mathematics has led to new
subjects that “fully integrate” the two branches.
Thus, in England and Denmark, programming
has become part of the new school subjects
Computing and Understanding Technology
(Bråting & Kilhamn, 2021).
STEAM education
The introduction of STEAM education (S -
science, T - technology, E - engineering, A – art,
and M - mathematics), which was originally
created and developed in the USA, deserves
special attention. There have long been opinions
in society that STEAM education competes with
classical education and is capable of supplanting
it in the future.
STEAM is an education program that
incorporates the interdisciplinarity of different
areas of knowledge. The old education showed
that the modern child is not able to fully connect
the knowledge of different disciplines, and this is
an indicator of logical thinking, the ability to
analyze knowledge and find answers to various
questions and problems. STEAM offers a
solution to these problems. At the heart of the
new education is the idea of a “universal” person.
And the learning process is built on “solving
certain problems”.
Diego-Mantecon et al. (2021) in their study tried
to analyze and evaluate STEAM education
together with project-based learning on the
learning side of mathematics. To begin with, the
researchers noted that mathematics teachers
avoided interdisciplinary projects in which it was
difficult to do school mathematics, while
teachers outside the field (outside mathematics)
tended to overlook mathematics in
interdisciplinary projects STEAM education
allows students to solve specific problems and
create specific projects that excite them. Thus,
students will be required to use a variety of
knowledge to implement their projects. As the
researchers point out, in such an environment,
mathematics (if challenging) can be facilitated by
the teacher himself and adjusted to the student's
current level of knowledge. Diego-Mantecon et
al. (2019): “Projects that emphasized engineering
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and technology components helped students with
low average success in mathematics develop a
practical sense of the discipline's applicability
and positive beliefs about learning it”.
Practice student automation
The French government is launching a national
curriculum aimed at developing the idea of “self-
management” and “autonomy” for students, as
well as the introduction of the latest technology,
such as the introduction of a “digital plan for
schools” (Gueudet et al., 2021). There are
difficulties with the introduction of technology
because of the rich spectrum of understanding of
this field. Gueudet et al. (2021) identify two
categories in their study. Digital technologies can
be subject-oriented (e.g., dynamic geometry
software) or generic (e.g., online collaborative
writing tools) Gueudet et al. (2021). The authors
see a direct correlation between technology and
offline mathematics learning.
Gueudet et al. (2021) consider and distinguish
two levels of mathematical autonomy. The first
is the mobilization of previously acquired
knowledge, an indicator of which will be the
rapidity of their use. The second is the discovery
of new knowledge. The source for obtaining such
knowledge will be the independent solution of
certain problems, tasks, etc. The authors
conclude and distinguish “autonomy” into three
categories: transversal autonomy, autonomous
mobilization of familiar mathematical
knowledge, and autonomous development of
new mathematical knowledge (Gueudet et al.,
2021). Students can use different sites and digital
resources, which will provide new knowledge
and mobilize already acquired knowledge.
Certain environments or software (e.g., dynamic
geometry systems) can allow students to
formulate and test hypotheses and facilitate the
“autonomous development of new mathematical
knowledge” (Gueudet et al., 2021).
Together with France, Austria has joined France
in introducing technology into the study of
mathematics. The years 2021/2022 were
proclaimed the years of digitalization. It should
be noted right away that the success of this
experience still depends on the level of
development of the country. Because Austria
noted the fact that all students who will enter
school will have electronic media for learning, as
well as that there will be quality logistical
support for all schools. Kadunz & Zudini (2021)
tried to investigate and find the problems that
mathematics teachers might have with the
introduction of digitalization. “Teachers in our
study have high expectations for repeating and
deepening new content outside the classroom
through new technology” Kadunz & Zudini
(2021). In addition to “digitalization,” we see
how the Austrian government is also
emphasizing students' independent learning of
the material. Digital technology makes it possible
to retrieve and repeat material, “pause” videos,
and disassemble unclear points. The idea of
“accessibility” of learning from the use of
technology (as exemplified in many European
countries) is befalling all new mathematics
teaching practices.
In our study, we will use and analyze all proposed
techniques except programming (as an element
integrated into the process of learning
mathematics). Even though Ukrainian schools
are now actively studying computer science in
the lower grades, it leaves much to be desired in
practical implementation. The new concept of
education is not yet expected to introduce new
subjects like “Computer Science” and
“Understanding Technology”. For lack of such a
base, we did not include it in our study.
Results
For accurate results of the study at the beginning
of the experiment, we analyzed the current state
of knowledge in mathematics (Table 1).
Table 1.
The current state of knowledge in mathematics.
Group name
GP (control)
GP-А (flipped class)
GP-B (online support)
GP-C (e-portfolio)
GP-D (STEAM)
Number of
students
28
30
30
27
29
Average
score
8.59
9.10
8
9
8.70
After three months in the experimental groups and control tests (Table 2), we came to the following results:
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Table 2.
Results three months in the experimental classes and control tests.
Class
GP
GP-А
GP-B
GP-C
GP-D
Control 1
8.59
9.15
8
9.10
9
Control 2
8.59
9.20
8
9.20
9.10
Control 3
8.70
9.30
8.05
9.30
9.20
Final score
8.75
9.35
8.10
9.45
9.25
quality %
1.86%
2.74%
1.25%
5%
6.3%
The results of the control class (GP) did not
change significantly. Their results improved by
1.86%. Compared to it, conducting additional
“online meetings” (GP-B) during the pandemic
also did not give significant results - 1.25%. The
teacher noticed children's disinterest, or because
of the shame of “not knowing something”.
Sometimes the teacher's responses were not
enough. Next in the results is the introduction of
the flipped classroom - 2.74%, which can be
conducted in two formats “online” and “offline”.
Grades GP-B and GP-G had the most successful
result. Due to the introduction of electronic
portfolios and interdisciplinarity of STEAM
education, teachers noted that when
communicating with students, it was noticed that
they were interested and active in the lesson.
Analyzing the statistical results, we can notice
that this was reflected in the level of
understanding of the material as well. The
average scores of the experimental classes were
higher than the average scores of the control
class.
Discussion
The results of the study demonstrate Ukraine's
readiness to implement the latest practices in
mathematics teaching, considering digitalization
and the development of student autonomy. Such
practices well support the concept of the “New
Ukrainian School,” which aims to form modern
people, with an interdisciplinary approach and
critical thinking about the world. Such a path in
education will make the knowledge of Ukrainian
students on a par with that of European students.
Analysis of the data shows that practices based
on a creative and project-based component yield
faster results than other proposed practices. We
can assume that in STEAM education the teacher
can adjust the curriculum and adjust it to the
projects of his students. And according to the
practice of “online meetings,” students “go
along” with the plan, just as they would in a
flipped classroom. In addition to the speed of
mastery, quality is key. High quality in STEAM
education and e-portfolio can depend on student
motivation. The greater the interest and
motivation - the better the student's mastery of
new knowledge and skills. By developing their
own project, the student is not only more
interested but also takes the knowledge they need
and masters it with a special effort.
We must assume our work that perhaps high
school and university students will have higher
scores in the “classical” model of learning, online
meetings, and flipped classroom because of their
ability to self-organize, self-control, and prior
knowledge. Still, creative tasks always attract
more attention than classical and sequential
learning models.
Conclusions
Examining the topic of the introduction of new
practices and development of the educational
process in mathematics, based on the experience
of the European Union (France, Austria,
Germany, Sweden, Denmark, Finland, Spain)
and analyzing their activities on the effectiveness
in Ukraine, we can make the following
conclusions:
First, the development and implementation of the
latest practices in education depend on the
scientific and technological development of the
world and its digitalization. All countries in
Europe are directing their educational policies so
as to educate students in the direction of
digitalization (as an inevitable stage in the
development of the planet), with analytical and
critical thinking, autonomy, and autonomy to
learn. Trying to pay attention to each student
(guiding him), to improve the quality of
knowledge, given the comfort of the learning
environment and personal interests during
learning.
Third, the classical training model has outlived
its usefulness in today's Ukrainian realities.
Fourth, online meetings and the concept of a
flipped classroom do not provide a meaningful
effect and quality result.
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Fifth, STEAM education together with project-
based activities (primarily liked and developed
by students themselves) improves the quality of
mathematical learning. This effect is made
possible by not trivializing a particular topic but
working through it in a specific project in
relationship to other disciplines. Thus, students
develop analytical thinking and a quality
understanding of mathematics in practice. If we
look at the implementation of “e-portfolios,” we
also see the main component is the student's
interest, the demonstration of their own results
and skills.
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