Articles
Published 2022-10-10
Keywords
- mathematics, pedagogy, digitalization, flipped classroom, education.
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
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.
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References
Asami-Johansson, Y., Attorps, I., & Winsløw, C. (2019). Comparing mathematics education lessons for Primary School Teachers: Case Studies from Japan, Finland, and Sweden. International Journal of Mathematical Education in Science and Technology, 51(5), 688–712. https://doi.org/10.1080/0020739x.2019.1614688
Bråting, K., & Kilhamn, C. (2021). The integration of programming in Swedish School Mathematics: Investigating Elementary Mathematics textbooks. Scandinavian Journal of Educational Research, 1–16. https://doi.org/10.1080/00313831.2021.1897879
Diego-Mantecón, J. M., Arcera, Ó., Blanco, T. F., & Lavicza, Z. (2019). An engineering technology problem-solving approach for modifying student mathematics-related beliefs: building a robot to solve a Rubik’s cube. International Journal for Technology in Mathematics Education, 26(2), 55–64.
Diego-Mantecon, J.-M., Prodromou, T., Lavicza, Z., Blanco, T. F., & Ortiz-Laso, Z. (2021). An attempt to evaluate steam project-based instruction from a school mathematics perspective. ZDM – Mathematics Education, 53(5), 1137–1148. https://doi.org/10.1007/s11858-021-01303-9
Feudel, F., & Fehlinger, L. (2021). Using a lecture-oriented flipped classroom in a proof-oriented advanced Mathematics Course. International Journal of Mathematical Education in Science and Technology, 1–28. https://doi.org/10.1080/0020739x.2021.1949057
Gueudet, G., Pepin, B., & Lebaud, M.-P. (2021). Designing meta-resources for mathematics teachers in the context of curriculum reforms: the case of digital technology use and student autonomy in France. ZDM: The International Journal on Mathematics Education, 53(6), 1359–1372. https://doi.org/10.1007/s11858-021-01299-2
Hudson, B. (2018). Powerful knowledge and epistemic quality in school mathematics. London Review of Education: Special Issue on Knowledge and Subject Specialist Teaching, 16(3), UCL IOE Press, 384–397.
Hudson, B. (2019). Epistemic quality for equitable access to quality education in School Mathematics. Journal of Curriculum Studies, 51(4), 437–456. https://doi.org/10.1080/00220272.2019.1618917
Kadunz, G., & Zudini, V. (2021). Secondary School Mathematics Teacher Training in Austria. TOJET: The Turkish Online Journal of Educational Technology, 20(1), 53–59.
Ní Fhloinn, E., & Fitzmaurice, O. (2021). Any advice? lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic. International Journal of Mathematical Education in Science and Technology, 1–7. https://doi.org/10.1080/0020739x.2021.1983049
Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM Mathematics Education, 49(5), 645–661.
Swedish National Agency of Education. (2018). Curriculum for the compulsory school, preschool class and school-age educare 2011. Elanders Sverige AB.
Vaganova, O., Rudenko, I., Markova, S., Smirnova, Z., & Kutepov, M. (2019). The use of educational video materials in educational process of a higher educational institution. Amazonia Investiga, 8(22), 216-222. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/308
Weinhandl, R., Lavicza, Z., & Süss-Stepancik, E. (2018). Technology-enhanced Flipped Mathematics Education in Secondary Schools: A Synopsis of Theory and Practice. K-12 STEM Education, 4(3), 377–389.
Weinhandl, R., Lavicza, Z., Houghton, T., & Hohenwarter, M. (2021). A look over students’ shoulders when learning mathematics in home-schooling. International Journal of Mathematical Education in Science and Technology, 1–21. https://doi.org/10.1080/0020739x.2021.1912423
Bråting, K., & Kilhamn, C. (2021). The integration of programming in Swedish School Mathematics: Investigating Elementary Mathematics textbooks. Scandinavian Journal of Educational Research, 1–16. https://doi.org/10.1080/00313831.2021.1897879
Diego-Mantecón, J. M., Arcera, Ó., Blanco, T. F., & Lavicza, Z. (2019). An engineering technology problem-solving approach for modifying student mathematics-related beliefs: building a robot to solve a Rubik’s cube. International Journal for Technology in Mathematics Education, 26(2), 55–64.
Diego-Mantecon, J.-M., Prodromou, T., Lavicza, Z., Blanco, T. F., & Ortiz-Laso, Z. (2021). An attempt to evaluate steam project-based instruction from a school mathematics perspective. ZDM – Mathematics Education, 53(5), 1137–1148. https://doi.org/10.1007/s11858-021-01303-9
Feudel, F., & Fehlinger, L. (2021). Using a lecture-oriented flipped classroom in a proof-oriented advanced Mathematics Course. International Journal of Mathematical Education in Science and Technology, 1–28. https://doi.org/10.1080/0020739x.2021.1949057
Gueudet, G., Pepin, B., & Lebaud, M.-P. (2021). Designing meta-resources for mathematics teachers in the context of curriculum reforms: the case of digital technology use and student autonomy in France. ZDM: The International Journal on Mathematics Education, 53(6), 1359–1372. https://doi.org/10.1007/s11858-021-01299-2
Hudson, B. (2018). Powerful knowledge and epistemic quality in school mathematics. London Review of Education: Special Issue on Knowledge and Subject Specialist Teaching, 16(3), UCL IOE Press, 384–397.
Hudson, B. (2019). Epistemic quality for equitable access to quality education in School Mathematics. Journal of Curriculum Studies, 51(4), 437–456. https://doi.org/10.1080/00220272.2019.1618917
Kadunz, G., & Zudini, V. (2021). Secondary School Mathematics Teacher Training in Austria. TOJET: The Turkish Online Journal of Educational Technology, 20(1), 53–59.
Ní Fhloinn, E., & Fitzmaurice, O. (2021). Any advice? lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic. International Journal of Mathematical Education in Science and Technology, 1–7. https://doi.org/10.1080/0020739x.2021.1983049
Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM Mathematics Education, 49(5), 645–661.
Swedish National Agency of Education. (2018). Curriculum for the compulsory school, preschool class and school-age educare 2011. Elanders Sverige AB.
Vaganova, O., Rudenko, I., Markova, S., Smirnova, Z., & Kutepov, M. (2019). The use of educational video materials in educational process of a higher educational institution. Amazonia Investiga, 8(22), 216-222. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/308
Weinhandl, R., Lavicza, Z., & Süss-Stepancik, E. (2018). Technology-enhanced Flipped Mathematics Education in Secondary Schools: A Synopsis of Theory and Practice. K-12 STEM Education, 4(3), 377–389.
Weinhandl, R., Lavicza, Z., Houghton, T., & Hohenwarter, M. (2021). A look over students’ shoulders when learning mathematics in home-schooling. International Journal of Mathematical Education in Science and Technology, 1–21. https://doi.org/10.1080/0020739x.2021.1912423
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