Pub Date : 2019-12-15DOI: 10.26907/1562-5419-2019-22-6-572-577
S. B. Zabelina
In the article describes the principles of creating an educational space at the master's level that meets new meanings in education, and offers effective forms of interaction of participants in the educational process, corresponding to the selected principles.
{"title":"Forms of Interaction Between Participants of the Educational Process at the Master's Degree","authors":"S. B. Zabelina","doi":"10.26907/1562-5419-2019-22-6-572-577","DOIUrl":"https://doi.org/10.26907/1562-5419-2019-22-6-572-577","url":null,"abstract":"In the article describes the principles of creating an educational space at the master's level that meets new meanings in education, and offers effective forms of interaction of participants in the educational process, corresponding to the selected principles.","PeriodicalId":235410,"journal":{"name":"Russ. Digit. Libr. J.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134107028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-15DOI: 10.26907/1562-5419-2019-22-6-759-762
O. Kosheleva, V. Kreinovich
Many parents reward their children for doing different chores. The problem is that: while in the beginning, kids are very enthusiastic about performing chores and collecting points, by the time when they have accumulated a sufficient number of points, they become less and less interested. In this paper, we provide a decision theory solution on how many points to assign for consecutive chores.
{"title":"How to Assign Points for Chores","authors":"O. Kosheleva, V. Kreinovich","doi":"10.26907/1562-5419-2019-22-6-759-762","DOIUrl":"https://doi.org/10.26907/1562-5419-2019-22-6-759-762","url":null,"abstract":"Many parents reward their children for doing different chores. The problem is that: while in the beginning, kids are very enthusiastic about performing chores and collecting points, by the time when they have accumulated a sufficient number of points, they become less and less interested. In this paper, we provide a decision theory solution on how many points to assign for consecutive chores.","PeriodicalId":235410,"journal":{"name":"Russ. Digit. Libr. J.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128510219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-15DOI: 10.26907/1562-5419-2019-22-6-769-772
M. Tchoshanov, O. Kosheleva, V. Kreinovich
Education researchers often cite a statement from Anatole France: "An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't." In this paper, we show how this statement can be transformed into an exact theorem.
{"title":"Anatole France's Statement on Education Transformed into a Theorem","authors":"M. Tchoshanov, O. Kosheleva, V. Kreinovich","doi":"10.26907/1562-5419-2019-22-6-769-772","DOIUrl":"https://doi.org/10.26907/1562-5419-2019-22-6-769-772","url":null,"abstract":"Education researchers often cite a statement from Anatole France: \"An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't.\" In this paper, we show how this statement can be transformed into an exact theorem.","PeriodicalId":235410,"journal":{"name":"Russ. Digit. Libr. J.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123408379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-15DOI: 10.26907/1562-5419-2019-22-6-773-779
Laxman Bokati, V. Kalashnikov, N. Kalashnykova, O. Kosheleva, V. Kreinovich
In some classes, students want to get a passing grade (e.g., C or B) by spending the smallest amount of effort. In such situations, it is reasonable for the instructor to assign the grades for different tasks in such a way that the resulting overall student's effort is the largest possible. In this paper, we show that to achieve this goal, we need to assign, to each task, the number of points proportional to the efforts needed for this task.
{"title":"How to Assign Grades to Tasks so as to Maximize Student Efforts","authors":"Laxman Bokati, V. Kalashnikov, N. Kalashnykova, O. Kosheleva, V. Kreinovich","doi":"10.26907/1562-5419-2019-22-6-773-779","DOIUrl":"https://doi.org/10.26907/1562-5419-2019-22-6-773-779","url":null,"abstract":"In some classes, students want to get a passing grade (e.g., C or B) by spending the smallest amount of effort. In such situations, it is reasonable for the instructor to assign the grades for different tasks in such a way that the resulting overall student's effort is the largest possible. In this paper, we show that to achieve this goal, we need to assign, to each task, the number of points proportional to the efforts needed for this task.","PeriodicalId":235410,"journal":{"name":"Russ. Digit. Libr. J.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124684762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-15DOI: 10.26907/1562-5419-2019-22-6-583-588
S. Zenko
The learning activities of students during pedagogical practice are aimed at preparing and conducting computer science lessons, and methodological – at analyzing the success of choosing and implementing various approaches, methods, forms and means when working with pupils. The poster report gives students the opportunity to present the results of these activities in a meaningful, considered and interrelated way.
{"title":"The Poster Report As a Means of Considerd Representation Of Results Of Teaching And Methodical Activity By Future Teachers Of Informatics During Teaching Practice Title","authors":"S. Zenko","doi":"10.26907/1562-5419-2019-22-6-583-588","DOIUrl":"https://doi.org/10.26907/1562-5419-2019-22-6-583-588","url":null,"abstract":"The learning activities of students during pedagogical practice are aimed at preparing and conducting computer science lessons, and methodological – at analyzing the success of choosing and implementing various approaches, methods, forms and means when working with pupils. The poster report gives students the opportunity to present the results of these activities in a meaningful, considered and interrelated way.","PeriodicalId":235410,"journal":{"name":"Russ. Digit. Libr. J.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134321518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-15DOI: 10.26907/1562-5419-2019-22-6-601-608
I. Ignatushina
In the article presents the classification of problems by differential geometry, which is based on the nature of the relationship between the elements of the problem and the relationship between the reproducing and creative activity of students in their decision. It is shown that an important source for the choice of texts of problems and methods of their solution are the works of scientists – creators of classical differential geometry. Work with the corresponding scientific text allows the student to master such an educational strategy as methodological reduction.
{"title":"The Use of Authentic Scientific Texts in the Process of Teaching Students to Solve Tasks of Differential Geometry","authors":"I. Ignatushina","doi":"10.26907/1562-5419-2019-22-6-601-608","DOIUrl":"https://doi.org/10.26907/1562-5419-2019-22-6-601-608","url":null,"abstract":"In the article presents the classification of problems by differential geometry, which is based on the nature of the relationship between the elements of the problem and the relationship between the reproducing and creative activity of students in their decision. It is shown that an important source for the choice of texts of problems and methods of their solution are the works of scientists – creators of classical differential geometry. Work with the corresponding scientific text allows the student to master such an educational strategy as methodological reduction.","PeriodicalId":235410,"journal":{"name":"Russ. Digit. Libr. J.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131166694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-15DOI: 10.26907/1562-5419-2019-22-6-542-546
T. Brodskaya
The purpose of mathematical training of bachelors of technical specialties in the framework of the competence approach is the formation of mathematical competence of the specialist, which is expressed in the ability of graduates to apply mathematical methods in professional activities. Competences are acquired by students in the process of mastering the content of education fixed in educational standards and curricula of disciplines. Using new methods and forms of organization of the educational process, using new teaching tools, competencies are formed in lectures and practical classes in higher mathematics.
{"title":"Competence Approach in Teaching Higher Mathematics Students of Bachelors of Direction of Preparation 13.03.02 - \"Power and Electrical Engineering\" in Oil and Gas University","authors":"T. Brodskaya","doi":"10.26907/1562-5419-2019-22-6-542-546","DOIUrl":"https://doi.org/10.26907/1562-5419-2019-22-6-542-546","url":null,"abstract":"The purpose of mathematical training of bachelors of technical specialties in the framework of the competence approach is the formation of mathematical competence of the specialist, which is expressed in the ability of graduates to apply mathematical methods in professional activities. Competences are acquired by students in the process of mastering the content of education fixed in educational standards and curricula of disciplines. Using new methods and forms of organization of the educational process, using new teaching tools, competencies are formed in lectures and practical classes in higher mathematics.","PeriodicalId":235410,"journal":{"name":"Russ. Digit. Libr. J.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121353040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-15DOI: 10.26907/1562-5419-2019-22-6-513-521
M. B. Arzhanik, E. Chernikova
There were identified problems that arise in the teaching of mathematics a medical university. We considered the ways of organizing independent work at each stage of studying a subject by using an electronic training course implemented on the Moodle platform. We studied the students' attitude to the components of the course, which allows to assess which resources are the most demanded.
{"title":"Organization of Independent Work On Mathematics At A Medical University","authors":"M. B. Arzhanik, E. Chernikova","doi":"10.26907/1562-5419-2019-22-6-513-521","DOIUrl":"https://doi.org/10.26907/1562-5419-2019-22-6-513-521","url":null,"abstract":"There were identified problems that arise in the teaching of mathematics a medical university. We considered the ways of organizing independent work at each stage of studying a subject by using an electronic training course implemented on the Moodle platform. We studied the students' attitude to the components of the course, which allows to assess which resources are the most demanded.","PeriodicalId":235410,"journal":{"name":"Russ. Digit. Libr. J.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116702850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-13DOI: 10.26907/1562-5419-2019-22-5-413-419
Marina Victorovna Ovchinnikova
Кратко охарактеризованы изменения основных видов профессиональной деятельности будущих учителей математики, описан опыт организации научно-исследовательской деятельности будущих учителей математики на уровне бакалавриата и магистратуры.
{"title":"Scientific research activity of future mathematical teachers in the context of implementation federal state educational standards of higher education 3++","authors":"Marina Victorovna Ovchinnikova","doi":"10.26907/1562-5419-2019-22-5-413-419","DOIUrl":"https://doi.org/10.26907/1562-5419-2019-22-5-413-419","url":null,"abstract":"Кратко охарактеризованы изменения основных видов профессиональной деятельности будущих учителей математики, описан опыт организации научно-исследовательской деятельности будущих учителей математики на уровне бакалавриата и магистратуры.\u0000","PeriodicalId":235410,"journal":{"name":"Russ. Digit. Libr. J.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115733479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-13DOI: 10.26907/1562-5419-2019-22-5-255-286
M. Tchoshanov
The sequential nested mixed methods study focused on comparative analysis of middle school mathematics teachers’ content knowledge in two countries. The study consisted of two stages: (1) quantitative study of teacher content knowledge; (2) qualitative study of teacher topic-specific content knowledge. The initial sample for the first stage included lower secondary mathematics teachers from the U.S. (grades 6–9, N=102) and Russia (grades 5–9, N=97). The Teacher Content Knowledge Survey (TCKS) was applied to assess teacher content knowledge based on the cognitive domains of Knowing, Applying, and Reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra, Geometry, Data and Chance. The second stage – an interpretive cross-case study – aimed at the examination of the U.S. and Russian teachers’ topic-specific knowledge on the division of fractions. For the second stage, N=16 teachers (8 – from the U.S., and 8 – from Russia) were selected for the study using non-probability purposive sampling technique based on teachers’ scores on the TCKS. Teachers were interviewed on the topic of fraction division using questions addressing their content and pedagogical content knowledge. The study revealed that there are explicit similarities and differences in teachers’ content knowledge as well as its cognitive types. The study results may inform the field on priorities placed on lower secondary mathematics teachers’ knowledge in the USA and Russia. It also suggests close comparison and learning about issues related to teacher knowledge in both countries with a potential focus on re-examining practices in teacher preparation and professional development.
{"title":"Mixed methods study of middle school mathematics teachers' content knowledge in usa and russia using sequential nested design","authors":"M. Tchoshanov","doi":"10.26907/1562-5419-2019-22-5-255-286","DOIUrl":"https://doi.org/10.26907/1562-5419-2019-22-5-255-286","url":null,"abstract":"The sequential nested mixed methods study focused on comparative analysis of middle school mathematics teachers’ content knowledge in two countries. The study consisted of two stages: (1) quantitative study of teacher content knowledge; (2) qualitative study of teacher topic-specific content knowledge. The initial sample for the first stage included lower secondary mathematics teachers from the U.S. (grades 6–9, N=102) and Russia (grades 5–9, N=97). The Teacher Content Knowledge Survey (TCKS) was applied to assess teacher content knowledge based on the cognitive domains of Knowing, Applying, and Reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra, Geometry, Data and Chance. The second stage – an interpretive cross-case study – aimed at the examination of the U.S. and Russian teachers’ topic-specific knowledge on the division of fractions. For the second stage, N=16 teachers (8 – from the U.S., and 8 – from Russia) were selected for the study using non-probability purposive sampling technique based on teachers’ scores on the TCKS. Teachers were interviewed on the topic of fraction division using questions addressing their content and pedagogical content knowledge. The study revealed that there are explicit similarities and differences in teachers’ content knowledge as well as its cognitive types. The study results may inform the field on priorities placed on lower secondary mathematics teachers’ knowledge in the USA and Russia. It also suggests close comparison and learning about issues related to teacher knowledge in both countries with a potential focus on re-examining practices in teacher preparation and professional development.","PeriodicalId":235410,"journal":{"name":"Russ. Digit. Libr. J.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124481693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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