Enhancing interest in research activities in mathematics students in teacher training universities

V. Hamaniuk,Vitaliy Achkan,Olha Rovenska,Kateryna Vlasenko,Y. Shramko,Iryna Lovianova,S. Semerikov,Oksana Kondratyeva

doi:10.1051/shsconf/20207504011

Abstract

The article looks into the issue of developing an interest in mathematics students’ research activities in the teacher training universities. The study is dedicated to the feasibility of involving the 5E Instructional Model to the organization of students’ scientific research during the workshop on the Approximation Theory and Fourier Series. The research considers the results of the survey among students who helped to evaluate their emotional state during the workshop. To collect the data we used the tool of express evaluation of positive and negative emotionality the Differential Emotion Scale. The article discusses the positive influence of the environment developed through the 5E Instructional Model on students’ emotional state and forming their interest in scientific research while organizing workshop classes. We have grounds to conclude that there is the efficiency of implementing workshops based on the 5E Instructional Model. The index reduction of students’ negative emotions encouraged their activity during the workshop and the improvement of interest in research activities.

Highlights

The determining factor of training a competitive teacher is the organization of his/her scientific activities that allow the teacher to create independently new means of pedagogic activities, create new ideas and approaches that correspond to the changeable requirements of the present time
We developed the recommendations that were implemented during workshop classes in order to use the stages of the 5E Instructional Model during the organization of workshop classes on Approximation Theory
The actuality of involving students to research activities in education arises from the fact that research competence is considered as one of the components of the professional competence of the mathematics teacher

Summary

Introduction

The determining factor of training a competitive teacher is the organization of his/her scientific activities that allow the teacher to create independently new means of pedagogic activities, create new ideas and approaches that correspond to the changeable requirements of the present time. Tsyrkun [1] called the organization of the student’s scientific activities one of the mechanisms to form their research competence. Pinto [6] determine the research competence as one of the components of mathematics teacher’s professional competence that guarantees further research activities of the graduate in mathematics. The issue of organizing research activities of pre-service mathematics teacher stays constantly open in pedagogical studies

Methods

Results

Discussion

Conclusion