Abstract
The article deals with a current problem of providing the continuity of teaching mathematics during students’ transition from high school to university. Today, there are a lot of scientific researches dealing with the continuity of education, which show the interest of scientists to this topic. Therefore, available researches were analyzed, summarized and systemized. The conclusion from this analyzation is that in most studies, scientists distinguish pedagogical, didactic, methodical, organizational conditions for providing continuity in the educational process. In our research, all these conditions were grouped into 6 blocks: content-related, organizational, methodical, instrumental, evaluative, social-psychological. According to the blocks, a questionnaire was developed. It contained 42 questions. The answer to each question implied that the respondent made a judgment on a scale of 1 to 5 points. Students of 1-3 courses of the Physics and Mathematics Faculty of the pedagogical university participated in the survey. The empirical data obtained were processed using the IBM SPSS Statistics 20, computer statistical package. A factor analysis method was chosen to analyze the data, because it reduces the large number of variables to fewer independent influential values – factors. The article describes in detail the algorithm for working with data. The results of the factor analysis were interpreted. The conducted research allowed us to define four factors that influence the process of providing the continuity of mathematics teaching.
Highlights
The main condition of the national education system functioning is providing the structural, organizational, purposeful and informative interconnections of all its levels
The most important is the existence of these connections at the transition stages of students from one level of education to another, as there is a change in the learning environment, curriculum and approaches to teaching subjects
The level of experience in mathematics was important for this study, so approximately the same number of students was selected according to the years of study at the university: 40 first-year students, 48 second-year and 38 third-year students
Summary
The main condition of the national education system functioning is providing the structural, organizational, purposeful and informative interconnections of all its levels. The most important is the existence of these connections at the transition stages of students from one level of education to another, as there is a change in the learning environment, curriculum and approaches to teaching subjects. These changes are inseparably connected with the notion of continuity, which is the subject of philosophy, sociology, pedagogy, didactics and methodology study. Smantser[19], continuity is a didactic principle, aimed at maintaining the continuity of the educational process by means of providing links within and between levels of education Such definition of continuity was a basic of the study, with that the methodological features of teaching mathematics were taken into account
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