Methodical aspects of blended learning of mathematics to students of medical specialties at the university

Abstract

Problem and purpose. Transformation of the sphere of education has led to the need to use blended learning in the implementation of educational programs at the university. The integration of competence, system-activity, cognitive-visual, personality-oriented, information-technological approaches in the design of a training course in mathematics for students of medical specialties of the university can ensure the achievement of educational goals taking into account given pedagogical conditions. The purpose of the article is to investigate the effectiveness of the methods used to teach mathematics to medical students at the university. Research methods. The pedagogical experiment was attended by 83 students of Pitirim Sorokin Syktyvkar State University, studying in the specialties «General Medicine» and «Pediatrics». In the course of the research a theoretical analysis and synthesis of scientific literature were carried out to select a blended learning model and methodical approaches used in the design and implementation of the course in mathematics. In order to identify the cognitive features and the level of mathematical training of students, as well as to analyze the comprehension of educational material by respondents were used methods of empirical research. Fisher's F-criterion and Mann-Whitney U-criterion were used to evaluate the effectiveness of the approaches used in mathematics teaching and the statistical results of the experimental work. Research results. In the learning process of the experimental group of students additional factors were applied: cognitive-visual approach and schematization method were significantly used in solving mathematical problems; diagnostic-technological approach was used to select key examples from the systems of mathematical problems to improve the level of knowledge of trainees. Statistical processing of the empirical data obtained showed at significance level α = 0.05 the homogeneity of control and experimental groups at the initial stage of the research (Femp.=1.02 < Fcr.=1.87) and the presence of significant differences in the final results of student learning (Uemp. = 592 < Ucrit. = 679). Conclusion. Based on the results of experimental activities, the authors of the article developed a methodical system for teaching mathematics to students of non-mathematical areas of higher education. The methodical approaches used in the work can be useful to teachers of natural science disciplines in universities.