Articles
Published 2023-03-30
Keywords
- modern education, mathematics education, distance learning tools, digital didactics, vocational training.
How to Cite
Nichyshyna, V., & Voinalovych, N. (2023). Integration of methods and means of distance learning of mathematics during the process of training future teachers of mathematics. Amazonia Investiga, 12(62), 345–352. https://doi.org/10.34069/AI/2023.62.02.35
Abstract
The article aims to study the peculiarities of applying different distance education methods and tools in training future teachers of mathematics. The task of the article can be conditionally divided into two stages: differentiation of means and methods of distance education in the conditions of higher education institutions; searching for a model (combination of social, pedagogical, and other elements) of forming professional competence through a combination of distance education tools and methods. The methodological basis of the study was scientific and pedagogical methods. The results of the study highlight the elements of distance education, capable in their totality to provide full and high-quality training of future teachers of mathematics in the digital environment of universities.
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References
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Chen, L. T., Liu, L., & Tretheway, P. (2022). Using Multilayer Videos for Remote Learning: Videos of Session Guidance, Content Instruction, and Activity. Computers in the Schools, 38(4), 322-353. https://doi.org/10.1080/07380569.2021.1989220
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Martin, F., Polly, D., & Ritzhaupt, A. (2020). Bichronous online learning: Blending asynchronous and synchronous online learning. Educause Review. Retrieved from: https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
Melnychuk, V. (2022). Preparing future elementary school teachers for distance learning in the study of natural and mathematical disciplines. Science and Technology Today, 10(10), 266-275. https://doi.org/10.52058/2786-6025-2022-10(10)-266-275
Nichyshyna, V., & Vojnalovich, N. (2022). On the use of the method of opposition in the process of forming a holistic system of mathematical knowledge of students. Pedagogy of the formation of a creative person in higher and secondary schools, 82, 119–124. https://doi.org/10.32840/1992-5786.2022.82.20
Sapi?ski, A., & Ciupka, S. (2021). Pedagogical discourse in the higher professional education of the future. Futurity Education, 1(1), 4–13. https://doi.org/10.57125/FED.2022.10.10.1
Sherman, M., Puhovskiy, E., Kambalova, Y., & Kdyrova, I. (2022). The future of distance education in war or the education of the future (the Ukrainian case study). Futurity Education, 2(3), 13–22. https://doi.org/10.57125/FED/2022.10.11.30
Tsekhmister, Y. (2021). The problem of pedagogical innovations and trends in the development of the educational environment. Futurity Education, 1(2), 22–30. https://doi.org/10.57125/FED/2022.10.11.16
Velychko, V. Y, Stopkin, A. V., & Fedorenko, O. H. (2019). Use of computer algebra system wxMaxima in the process of teaching future mathematics teachers. Information Technologies and Learning Tools. 69(1), 112–123. https://doi.org/10.33407/itlt.v69i1.2284
Botuzova, Yu., Nichyshyna, V., & Rizhniak, R. (2022). Continuity of teaching methods for solving mathematical problems in schools and university: the context of the integrative approach. Fizyko-matematychna osvita –Physical and Mathematical Education, 36(4), 16-25. https://doi.org/10.31110/2413-1571-2022-036-4-002
Cano, J. C., & Lomibao, L. S. (2022). Design, Development, and Validation of Phenomenon-Based Learning Video for Asynchronous Remote Instruction. American Journal of Educational Research, 10(4), 194-200. Doi: 10.12691/education-10-4-6
Catalano, A. J., Torff, B., & Anderson, K. S. (2021). Transitioningto online learning during the COVID-19 pandemic: Differences in access and participation among students in disadvantaged school districts. The International Journal of Information and Learning Technology, 38(2), 258–270. https://doi.org/10.1108/IJILT-06-2020-0111
Chen, L. T., Liu, L., & Tretheway, P. (2022). Using Multilayer Videos for Remote Learning: Videos of Session Guidance, Content Instruction, and Activity. Computers in the Schools, 38(4), 322-353. https://doi.org/10.1080/07380569.2021.1989220
Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2019). Effects of technology in mathematics on achievement, motivation, and attitude: A meta-analysis. Journal of Educational Computing Research, 57(2), 283-319. Doi: https://doi.org/10.1177/0735633117748416
Hodges, C., Lockee, B., Moore, S., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. Retrieved from: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Karjanto, N. (2021). Calculus and Digital Natives in Rendezvous: wxMaxima Impact. Educ. Sci. 11, 490. https://doi.org/10.3390/educsci11090490
Karjanto, N., & Husain, H.S. (2021). Not Another Computer Algebra System: Highlighting wxMaxima in Calculus. Mathematics, 9, 1317. https://doi.org/10.3390/math9121317
Korostiianets, T. (2022). Modern educational technologies in the formation of methodological competence of future teachers of mathematics. Topical issues of the humanities, 2022159. https://doi.org/10.24919/2308-4863/52-2-24
Martin, C. S., Harbour, K., & Polly, D. (2022). Examining How Emergency Remote Teaching Influenced Mathematics Teaching. TechTrends, 66(2), 338-350. https://doi.org/10.1007/s11528-022-00711-2
Martin, C., Harbour, K., & Polly, D. (2021). Transitioning the elementary mathematics classroom to virtual learning: Exploring the perspectives and experiences of teachers. Handbook of research on the global empowerment of educators and student learning through action research, 343–365. https://doi.org/10.4018/978-1-7998-6922-1.ch015
Martin, F., Polly, D., & Ritzhaupt, A. (2020). Bichronous online learning: Blending asynchronous and synchronous online learning. Educause Review. Retrieved from: https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
Melnychuk, V. (2022). Preparing future elementary school teachers for distance learning in the study of natural and mathematical disciplines. Science and Technology Today, 10(10), 266-275. https://doi.org/10.52058/2786-6025-2022-10(10)-266-275
Nichyshyna, V., & Vojnalovich, N. (2022). On the use of the method of opposition in the process of forming a holistic system of mathematical knowledge of students. Pedagogy of the formation of a creative person in higher and secondary schools, 82, 119–124. https://doi.org/10.32840/1992-5786.2022.82.20
Sapi?ski, A., & Ciupka, S. (2021). Pedagogical discourse in the higher professional education of the future. Futurity Education, 1(1), 4–13. https://doi.org/10.57125/FED.2022.10.10.1
Sherman, M., Puhovskiy, E., Kambalova, Y., & Kdyrova, I. (2022). The future of distance education in war or the education of the future (the Ukrainian case study). Futurity Education, 2(3), 13–22. https://doi.org/10.57125/FED/2022.10.11.30
Tsekhmister, Y. (2021). The problem of pedagogical innovations and trends in the development of the educational environment. Futurity Education, 1(2), 22–30. https://doi.org/10.57125/FED/2022.10.11.16
Velychko, V. Y, Stopkin, A. V., & Fedorenko, O. H. (2019). Use of computer algebra system wxMaxima in the process of teaching future mathematics teachers. Information Technologies and Learning Tools. 69(1), 112–123. https://doi.org/10.33407/itlt.v69i1.2284
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