Abstract
The development of school teaching systems to enable effective adaptive communication of information requires specific pedagogical solutions to several important theoretical and methodological problems .These include 1) the discernment of basic characteristics needed to diagnose and improve the quality of subject preparation for schoolchildren, 2) clarifying the role of the teacher in the structure of adaptive learning process, and 3) finding ways to integrate adaptive content into the framework of courses on mathematics. The purpose of our study was to determine theoretical and methodological foundations of teaching mathematics to schoolchildren taking into account their level of ability with the consequent development of appropriate adaptive content. The basic characteristics that underpin the concept of adaptive learning which contributes to both individual profiles of student ability to learn and subsequent success outcomes are: proficiency, motivation to learn and level of mathematical knowledge. The evaluation of individual profile structure of schoolchildren determines the choice of methodologies for presentation of adaptive content in ways allowing development and motivation. The system of educational process management developed in this way includes both content-methodical and procedural-technological components. This makes it possible to automatically evaluate the level of each students' mathematical training (knowledge, motivation, development) and to ensure continuous improvement. This system can also be used by secondary teachers of mathematics as a part of extracurricular activities, or as a distance learning support. In addition, the recommendations for structuring multi-level problem material can be used by mathematics teachers to self-construct adaptive sets tasks at various stages of teaching mathematics. As a result, students have the opportunity to improve their own profile of learning success, particularly by solving a chain of tasks.
Highlights
It is well known that mathematics has for centuries been considered to be a vital contributor to the development of a child’s intellect and personality
In developing the concept of an adaptive learning system which takes into account the individual typological characteristics of the student, we investigated the structure of the learning success of each student (Vaganova, 2018)
The system of adaptive technology of teaching mathematics we have developed is intended for students of forms 2-3 and includes 16 modules, which correspond to the topics of the course of mathematics reflected in the current curriculum
Summary
It is well known that mathematics has for centuries been considered to be a vital contributor to the development of a child’s intellect and personality Ensuring such development in the conditions of mass education requires the organization of learning to respond to the individual characteristics of the child, allowing him or her to design a personalized ways of realizing potential through educational process (Rodionov, et al 2010). One of the main ways to implement such an approach in teaching mathematics is to manage the cognitive activity of students with the help of a specially designed set of mathematical tasks at different levels of complexity, which correspond to individual capabilities When these tasks are carried out studies have shown improved logical processing of information and motivation, in mathematics and in general educational and interdisciplinary competencies (Abramova, et al 2018). It is possible to automatically select tasks
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