Electronic Educational Resources Research Articles

ON THE METHODS OF TEACHING THE DISCIPLINE “UX/UI DESIGN” IN PEDAGOGICAL UNIVERSITIES, WITH THE PURPOSE OF ТEACHING FUTURE TEACHERS TO DESIGN EDUCATIONAL RESOURCES ORIENTED TO LEARNERS

Informatization of education has been one of the main trends in modern education for more than two decades. But despite this, many teachers are not yet able to professionally participate in the modernization of today's schools. The main obstacle to the effective work of teachers is the lack of digital competence and the lack of ability to use electronic teaching tools. To solve this problem, it is necessary to increase the level of digital competence among teachers and teach them the basic principles and technologies of designing and developing electronic educational resources. This needs to start from the stage of trainings in pedagogical universities. The article aims to show the need to train students of pedagogical universities in the basics of design and development of electronic educational resources, as well as to demonstrate the importance of introducing the “UX/UI Design” course into the educational process for training future teachers in the design of educational resources focused on learners.  The article presents some features of teaching the discipline “UX/UI design” in pedagogical universities, and various approaches leading to the development of creative thinking of students. Particular attention is drawn to presenting the capabilities of Figma technology, as well as the ease of its use in the design of electronic educational resources and learning-oriented mobile applications.

ІННОВАЦІЙНІ ПІДХОДИ У ПІДГОТОВЦІ ПЕДАГОГІЧНИХ ТА КЕРІВНИХ КАДРІВ ОСВІТИ ЗАСОБАМИ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

The article proves the importance of using modern information technologies in the training of pedagogical and management staff in the sphere of education. The meaning of information technologies in the process of forming the head’s of the educational institution information culture is defined. The analysis of the peculiarities of its formation is given. New applications of information technologies adapted to work in educational institutions and the possibility of their successful implementation are presented. The article suggests that information processes are aimed at forming a unique open educational environment, ensuring its accessibility, providing opportunities for updating, developing and improving the quality and efficiency of educational services. The use of the information technology approach is based on the LLL (lifelong learning) paradigm that implies the concept of continuous education, its internationalization and diversification. The efficiency of the educational process in the training of teachers and heads of educational institutions depends on the high-quality content of electronic educational resources. Electronic resources are components of the educational process and important parts of the information and educational environment. The most important directions of its development are content, technical support and maintenance of information sites, monitoring the level of information and professional competence of pedagogical workers, providing informational assistance to teachers in creating individual sites, improving their computer and technical literacy. The use of new models, information and communication technologies in educational institutions makes possible to create a unique information environment where educational regulatory documents, educational and methodical materials, monographs, tutorials are placed, which altogether can help pedagogical workers to improve the educational process and increase the level of pedagogical skills. The use of educational information and communication technologies in terms of innovative models implies the use of electronic lecturers, simulators, textbooks, encyclopedias; development of situational role-playing and intellectual games using artificial intelligence; modeling of different processes and phenomena; distance learning; conducting interactive educational teleconferences; construction of systems of control and verification of students' knowledge and skills (use of control test programs); creation and maintenance of educational institutions websites; creating presentations; carrying out design and research activities.

The Use of Interactive Teaching Tools in the Kazakh Language Lessons of Primary Classes

Today, the goal of the school is not only to give new knowledge, values and personal meanings, but also to reveal the abilities of growing younger students. The interest in interactive methods and tools stems from the need to improve modern practice. Interactive teaching methods provide solutions to educational problems. The issue of the introduction and further use of electronic resources in the educational process is one of the most important in modern conditions. The article discusses the main aspects of the use of electronic educational resources in Kazakh language lessons in primary school. The analysis of the readiness of future primary school teachers to use active means in the educational process is carried out. The general theoretical and methodological basis of the research problem: the scientific works on the use of interactive tools in the educational process are considered, the specifics of interactive methods and the theoretical significance of the research are revealed-pedagogical conditions for the use of interactive learning tools in the development of speech skills of younger schoolchildren. At the same time, in order to teach the subject «Kazakh language» in primary school, based on the results of the pedagogical practice of future primary school teachers in secondary school, the identification of the main contradictions between the new requirements for the development of students' speech skills and the insufficiently studied possibilities of using interactive learning tools in Kazakh language lessons in the practical implementation of these requirements is stated. In a comparative analysis of the results of the study, it was found that with the help of interactive learning tools, the positive dynamics of the presented tasks was noted, the data on the results of the research stages are represented by diagrams, figures.

Using deep learning-based artificial intelligence electronic images in improving middle school teachers' literacy.

With the rapid development of societal information, electronic educational resources have become an indispensable component of modern education. In response to the increasingly formidable challenges faced by secondary school teachers, this study endeavors to analyze and explore the application of artificial intelligence (AI) methods to enhance their cognitive literacy. Initially, this discourse delves into the application of AI-generated electronic images in the training and instruction of middle school educators, subjecting it to thorough analysis. Emphasis is placed on elucidating the pivotal role played by AI electronic images in elevating the proficiency of middle school teachers. Subsequently, an integrated intelligent device serves as the foundation for establishing a model that applies intelligent classification and algorithms based on the Structure of the Observed Learning Outcome (SOLO). This model is designed to assess the cognitive literacy and teaching efficacy of middle school educators, and its performance is juxtaposed with classification algorithms such as support vector machine (SVM) and decision trees. The findings reveal that, following 600 iterations of the model, the SVM algorithm achieves a 77% accuracy rate in recognizing teacher literacy, whereas the SOLO algorithm attains 80%. Concurrently, the spatial complexities of the SVM-based and SOLO-based intelligent literacy improvement models are determined to be 45 and 22, respectively. Notably, it is discerned that, with escalating iterations, the SOLO algorithm exhibits higher accuracy and reduced spatial complexity in evaluating teachers' pedagogical literacy. Consequently, the utilization of AI methodologies proves highly efficacious in advancing electronic imaging technology and enhancing the efficacy of image recognition in educational instruction.

USING AN E-LEARNING RESOURCE TO DEVELOP ACADEMIC WRITING SKILLS

The article is devoted to the problem of integrating ICT in the process of foreign language teaching in higher education and offers a step-by-step description of the pedagogical approach for developing academic writing skills of undergraduate students of the Faculty of World Politics at Lomonosov Moscow State University. The teaching a foreign language for special purposes to future specialists in international relations presupposes not only mastering a vast corpus of specialist vocabulary but also the ability to write professional texts of different genres. The article describes the experience of using the MOODLE e-learning platform which optimises the teaching of foreign language writing skills through collaborative learning and student-to-student and teacher-to-student interaction. By describing different stages involved in preparation of students' research report the paper gives practical recommendations on how to organize Internet-based writing activities and use online learning as an additional tool in regular classes. on “Professional Communication in Politics”, specifying a set of tasks and exercises to consolidate writing skills both in-class and self -study hours, using an electronic educational resource MOODLE. The paper concludes that MOODLE platform is an effective resource that offers a powerful set of web-based tools for a flexible array of activities to improve the quality of English language classrooms and enhance students' learning.

WAYS OF USING GAMIFICATION AS A TECHNOLOGY CONSTITUTING AN EDUCATIONAL ENVIRONMENT

This article presents reflections on the issue of gamification of education, its history, current state and practice of introducing game elements into education in countries around the world. The article reveals issues related to the gamification of education, the results that can be achieved through this process, as well as the possibility of using gamification as an educational innovation, describes the psychological, didactic and methodological potential of gamification, and expresses an opinion on some tools that allow the creation of electronic educational resources using game elements. During the lesson, the experience of the USA, Sweden, Russia and Canada in the use of gamification will be studied.

Integration Of Electronic Learning Resources in The Educational Process: Stages and Significance

This article describes the stages of implementation of the integration of electronic educational resources to increase the efficiency of independent education of students of higher educational institutions and the results of research on determining the practical importance of integrating electronic educational resources

Teaching and learning French as a second foreign language in the ICT environment

Problem. Abstract. The article deals with general issues relating to the use of electronic educational resources in the teaching and learning of French as a second foreign language in the ICT environment. Attention is drawn to the advantages and disadvantages of computerizing foreign language teaching. A brief description of some electronic educational tools in French is given.
 The digital transformation of the educational process is associated not only with the emergence of new educational opportunities, but also with the training of specialists who are highly responsible for the work they do and capable of making independent decisions.
 Goal. The aim is to present the main trends and prospects for the use of electronic teaching resources in the teaching and learning of French as a second foreign language, to classify electronic teaching resources by methodological objective, to propose new ways of using them in the digital environment. Methodology. To achieve the defined purpose, a series of research methods were applied: theoretical analysis and synthesis of pedagogical and methodological sources on issues, IT resources and networks for educational purposes, questionnaires, interviews as part of the process of identifying priority areas of application. The aim of creating electronic educational resources is to modernize the learning process. The use of e-learning resources makes it possible to refresh the content of teaching materials. The outbreak of hostilities led to the transfer of the educational process to a distance learning format using information and communication technologies, which required students to work actively with information resources. The increase in the volume and quality of information is contributing to the renewal of forms, methods and means of teaching and learning French as a second foreign language. Originality. The integration of e-learning resources into the process of teaching French as a foreign language includes classroom and independent work, as well as the assessment of students' knowledge and skills. The range of possibilities they offer can be incorporated into the structure of each lesson to introduce and work on new topics, check vocabulary and grammar, etc. Practical value. The possibilities offered by e-learning resources make it possible to diversify courses and increase student motivation. Their use makes the language learning process more focused on students' real skills, more flexible and more creative.

"A Rare Vocabulary Dictionary based on school curriculum literature": theoretical issues of creation and methodological prospects for use

The article describes the principles of compiling the Rare Vocabulary Dictionary based on school curriculum literature  (hereinafter referred to as the Dictionary) and its methodological potential for being used as an electronic educational resource in teaching schoolchildren. Moreover, the study examines the specific features of the Dictionary in comparison with similar existing lexicographic publications. The Dictionary creation is relevant as there is a   need to make Russian classical literature texts more understandable for the modern reader. As a result, the resource can promote the culture of reading literary texts and the formation of students’ linguistic personality, as well as enhance learning efficiency. The Dictionary materials were comprised of Russian authors’ works included in the school literature curriculum for years 5 to 11. The paper pays particular attention to the innovative solutions concerning the principles of glossary compilation and dictionary entry creation. The research relied on corpus linguistics methodology and its tools for working with text, which enabled us to select vocabulary based on objective criteria (low frequency in modern Russian) and describe the meaning of a  particular word relying on the entire set of contexts of its use in the literature under study. The focus of lexicographic interpretation was an extensive layer of rare vocabulary of various semantic groups (including proper names and occasionalisms) and different parts of speech. Semantic description demonstrates the history of word meanings in the language in conjunction with contextual interpretation of a  lexical unit. The entries contain encyclopedic information and a   detailed cultural and/or philological commentary. Maximal attention is given to authorial neologisms. Some entries are accompanied by images of the item being described. The Dictionary is implemented as a  module of the new   Russian Classics   cross platform mobile application. The article also describes the operating principles and capabilities of the application.

The Implementatio of the Blended Learning Technologies at the Higher Military Educational Institution: Features of the Readiness Formation of the Future Special Purpose Specialists for Professional Activity

The technology of blended learning, which combines the advantages of traditional classroom and electronic learning, is considered. It is noted that blended learning is characterized by a double significance (personally significant educational activity and proper organization of educational activity in electronic and traditional format), which contributes to the development of a cadet of a military educational institution as a subject of self-education, and forms his readiness for self-development in the future professional activity. An analysis of the features and essential characteristics of blended learning technology was carried out, its models were investigated, and approaches to introducing blended learning into the educational process of cadets of higher military educational institutions were described. The critical characteristics of blended learning, such as individualization of learning, productive, independent work, appropriate use of classroom time, active implementation of modern information and communication technologies, etc., are highlighted. The interaction of subjects: the teacher, students, electronic educational resources, and the roles assigned to them in the blended learning model are characterized. Electronic resources for implementing blended learning into practice (Google for Education cloud services with basic applications) are considered. The experience of using blended learning technology in the teaching process is described, which is implemented in the form of a three-stage educational model - independent work of cadets (viewing video materials to familiarize themselves with the theoretical material for this lesson, independent performance of tasks to check understanding of the reviewed material), classroom work (active types of educational activity) and post-audit work (independent generalization of the studied educational material). It was concluded that the introduction of blended training into the educational process of future particular purpose specialists, as well as its practical use at higher military educational institutions, contributes to the formation of cadets’ readiness for the activities of future military officers.

Технологія формування готовності майбутніх економістів до протидії ризикам у професійній діяльності засобами електронних освітніх ресурсів

The article presents a developed techno-logy of forming the future economists’ readiness to counteract risks in their professional activities by means of electronic educational resources, which allows modelling the process of professional training and choosing forms and methods of training that will ensure the desired result. The functions, methodological approaches, and principles of designing the technology have been determined. The article highlights the pedagogical conditions for the successful formation of future economists’ readiness to counteract risks in their professional activities, namely: forming a responsible attitude of future economists to their professional activities through the development of positive motivation and a value orientations system; improving forms, methods, and means of formation of future economists’ readiness to counteract risks in their professional activities; stimulating the reflexive activity of future economists at each stage of the process of formation of the readiness to counteract risks in their professional activities. The two stages of the content-procedural block of the developed technology have been revealed: the preparatory stage, which involves the development of educational and methodical support for the technology, and the activity stage, during which a direct implementation for relevant electronic educational resources (e-course and the training) into the educational process of training students is being made. The forming levels of the future economists’ readiness to counteract risks in their professional activities have been determined: high, medium, and low.

PROJECT ACTIVITY OF COLLEGE STUDENTS IN PRIMARY SCHOOL USING THE KEYBOARD TRAINER «KEYBOARD ALPHABET»

In this article, the author describes an experiment conducted by college students in the process of teaching computer science in elementary school. All students in elementary school know how to type. But the problem is that they type it with one hand. Students use tablets and smartphones long before they start studying computer science at school. Because of this, they confidently type text with 1-2 fingers of one hand. Teachers spend a lot of effort teaching younger students how to use the computer keyboard correctly. It was decided to conduct an experiment. This experiment lasted more than one year, in the second and third grades. The author of the article created a keyboard simulator «Keyboard Alphabet» for second-grade students. The purpose of using the simulator is to develop students' ability to type the letters of the Ukrainian alphabet with both hands, using the appropriate fingers. This simulator was created in the Adobe Animate environment using the Action Script 3.0 programming language. The ability to create this tutorial refutes the attitude of programmers to Adobe Animate as a tool for creating only animation. Adobe Animate is a powerful environment for creating electronic educational resources. The «Keyboard Alphabet» trainer consists of electronic pages. Each letter has one electronic page. Students have the opportunity to enter both uppercase and lowercase letters of the Ukrainian alphabet. The simulator is designed in such a way that younger students can independently check the correctness of entering a letter. In the process, students can use a hint. The hint can be called up or hidden by clicking on the corresponding interactive elements. In the 3rd grade, while studying the topic "Word Processor", future teachers checked the results of their work. It turned out that those students who were asked to work with the keyboard simulator almost all try to type with both hands. In addition, they enter letters from the keyboard faster. And children with disabilities have the opportunity to improve their typing skills. The students decided to continue the experiment. In the future, they plan to investigate whether using the same simulator, but with letters of the English alphabet, will help learn English.

Ethical aspects of educational activity in the digital environment: future teachers’ views

The era of digital transformation makes it necessary for pedagogical staff to deal with participants in the educational process in the digital environment, which leads to the creation of new situations of interaction and raises questions of its organizing in the educational process. The authors note that currently there is no common generally accepted list of standards for professional teachers in the digital environment. The aim of the study is to determine the provisions of the Code of Professional Teaching Workers in the Digital Environment based on an analysis of the views of future teachers. As research methods, the authors used formal logic, inductive and deductive analysis, study and generalization of the experience of future generations as part of the analysis of the products of their pedagogical activities (case technology), as well as questionnaires and pedagogical observation. Data for analysis were obtained within the framework of the All-Russian Student Olympiad in Pedagogy “FORSIGHT PEDAGOGY”. The result of the study is the identification of three sections of the Code of Ethics for Professional Workers in the Digital Environment. The first section of the Code is devoted to the standards of self-presentation of pedagogical products in the digital environment, the second section is devoted to tasks related to the standards for the development and implementation of electronic educational resources, the third section concerns the standards for organizing interaction in the digital environment. These sections are structured in a traditional way, reflecting professional and universal values: the image of a teacher, communication, information, freedom, corporate culture. The appendix provides explanations to the paragraph of the Code section. The research also presents the principles of work organization in the digital environment: fairness; transparency; honesty; security and privacy. The material presented in this paper is useful for the teaching process in pedagogical universities, as well as for current teaching staff and future teachers for monitoring and managing their work in the digital environment.

The use of electronic educational resources in teaching botany sections

The use of electronic educational resources in teaching botany sections

Experience of using online educational courses in teaching students of technical universities

This article is devoted to the problem of rethinking the use of online educational courses (OEC) in teaching students of technical universities in social, humanitarian and a number of specialized disciplines. The positive and negative aspects of the introduction of online educational courses into the modern educational process are considered. The article offers three formats of online educational courses: Massive Open Online Courses (MOOC), Shared Online Educational Courses (SOEC), and University Online Educational Courses (UOEC), which could successfully improve the existing system of teaching students, both in Russia and in the Republic of Kazakhstan. Online educational courses (OEC) in this article are considered in a broad context and include the concepts of «electronic educational resources», «distance learning» and «online learning» in general. The authors also highlighted the positions approved by federal legislation regarding the introduction of online educational courses (OEC) in the environment of the university, offered their vision of the implementation of these documents. The authors made the following conclusions: on the one hand the use of online educational courses is a prerequisite for the successful existence of any educational organization in modern reality, on the other hand OECs (MOOCs, SEOCs, UOECs) implemented within the framework of the model of replacing part of full-time courses with exclusively distance format are not suitable for all students. The vast majority of students are still ready to study online educational courses under teachers’ supervision with the use of blended learning.

IMPLEMENTATION OF INFORMATION TECHNOLOGIES IN INSTITUTIONS OF VOCATIONAL EDUCATION

The article covers the theoretical, methodical and practical aspects of the implementation of information technologies in vocational education and training. The purpose of the article is to find factors for improving the educational process, management, methods and information work via the introduction of information/information and communication technologies in institutions of vocational and technical education. The following methods were used in the research process: theoretical and substantive analysis of primary sources and advanced pedagogical experience, analysis, generalization and systematization of scientific approaches in the use of information and communication technologies in the educational process of vocational education institutions, as well as methods of modelling and designing the “Teacher’s Road Map”. It has been established that information/information and communication technologies in vocational education are an important area of activity of an educational institution and a tool for increasing the teacher’s productivity. It has been found out that the pedagogical terms contributing to the effectiveness of the use of information technologies in vocational education institutions are a high level of information culture of teachers and students; implementation of innovative technologies including information and communication pedagogical ones based on subject-subject interaction; ensuring the reflection of the subjects of the educational process, their capability of adequate self-assessment of their personality. A virtual road map for the teacher has been developed as an electronic public resource (for example, a website). The map shows all mandatory points and routes that a teacher should take during educational activities in a vocational education institution. The main directions in the teacher’s virtual road map which are consistent with the similar ones of the teacher’s activity in a real educational situation are defined. The virtual road map covers educational and methodical work, has a hyperlink to the plan of methodical work of the cycle commission for the year, a hyperlink to methodical manuals or guides on the organization work in a vocational education institution; provides teachers with system suggestions and hyperlinks to electronic educational resources; a hyperlink to cloud storage for downloading documents for advanced training courses or internships; certificates, diplomas regarding participation in scientific and methodical events and self-education; a hyperlink to the cloud storage for uploading planning documents and methodological developments for review and approval. The virtual road map is differentiated by subject area which allows for providing meaningful instructions to occupational safety teachers, road safety teachers, industrial training masters, and teachers of special disciplines. The result of the research is the development of a meaningful module “Digital technologies in education: cloud services, online platforms for the creation of an educational environment by the teacher and the improvement of the qualifications of the pedagogical staff of the vocational educational institution.” It has been concluded that due to the testing of the information educational environment model at the Kostyantyniv Higher Vocational School, the approaches to the internal management of the institution, the organization of methodical, educational and study work, the forms and methods of teaching the profession, the culture of designing theoretical and industrial training lessons, the system assessment of educational achievements of students, and ways of involving parents in the educational process at the institution have been enhanced.

The Connection Between the Innovation of Intellectual Activity of Federal Innovation Sites and the Uniqueness of the Results of Their Work, Expressed in the Form of Electronic Educational Resources

The article is devoted to the issue of correlation between the innovative activities of universities, which are federal innovation platforms, with the uniqueness of the results of their work, expressed in the form of electronic educational resources. The novelty (uniqueness) of an electronic educational resource is determined based on its demand in the educational services market to improve the quality of education and training in demand in the country. The commercialized demand for an electronic educational resource in the educational services market, which brings profit in the form of improving the quality of training of specialists, confirms the innovativeness of the university’s activities. The uniqueness (novelty) of an electronic educational resource is established during the process of its registration in the “Science and Education” United Fund of Electronic Resources. An electronic educational resource is assessed as meeting the requirement of novelty if, based on a combination of 17 indicators of consumer-oriented properties, it has no analogues in the foundation database.

Perceptions of Online Learning Among Instructors: How to Maximize Instructors’ Competencies in Virtual and Blended Learning

Purpose: This study aims to evaluate instructors' perceptions of e-learning at the Public Authority For Applied Education and Training (PAAET) in Kuwait. It sheds light on the effectiveness of Ms-Teams as a learning management tool used by instructors and students. The outcome of the study will help to introduce guidelines for enhancing the role of instructors in virtual and blended learning. . Theoretical framework: Information technology will change education if used properly by skilled teachers. Technology's rapid adoption and investment have changed education, and instructors are crucial to 21st-century learning standards and methods. Because AI, advanced technology, and automation will rule the future, the next generation of workers must be tech-savvy. This study will identify instructors' digital skills and provide recommendations and a road map to support advanced technological tools and new innovative learning strategies in human resource management.   Design/Methodology/Approach: The research used both qualitative and quantitative methods. A focus group session was conducted to investigate further, and the results of the session helped shape a survey questionnaire that was distributed to 161 instructors at PAAET. The survey aimed to identify the challenges and opportunities presented by online learning.   Findings: Instructors have a positive view of online learning and Ms Teams as a learning management. The study also found some obstacles to online learning platform implementation. These issues include poor helpdesk support, training, management motivation, and electronic educational resources. These obstacles must be overcome for PAAET to adopt a learning system that improves academic performance. No significant gender differences in instructors' perceptions are found.   Originality/Value: This study should help education policymakers be more brave when investing in IT and human resources "Instructors" to create a better and more competitive teaching and learning environment. This study proposes an HRM-based framework to improve digital instructors and the educational process.

Sergey Vladimirovich Sazonov — to the 60-th anniversary of the birth

The article is dedicated to the prominent Russian morphologist, Head of the Department of Histology of the Ural State Medical University, Honoured Worker of Higher Education of the Russian Federation, Doctor of Medical Sciences, Professor Sergey Vladimirovich Sazonov. On 17 May 2023 he turned 60 years old. Sergey Vladimirovich devoted his whole life to science, teaching, and his alma mater Ural State Medical University. He opened a number of research and diagnostic laboratories in the Ural Federal District, continuously created and mastered new methods and new research technologies, introduced them into clinical medicine and education.
 Sergey Vladimirovich was one of the organisers of the first scientific medical journal in our region the Bulletin of the Ural State Medical Academy (now the Bulletin of Ural State Medical University). Sergey Vladimirovich successfully carried out material and technical re-equipment of the Department of Histology at Ural State Medical University, created a completely new in content multimedia course of lectures, and now he actively carries out digital transformation of his discipline, skilfully manages the creation of electronic educational resources in histology.
 The article reflects the stages of life and creativity of Professor S. V. Sazonov, his main scientific achievements, professional and personal qualities.

Mastering the Action of Subtraction of the Numbers within 20 with Regrouping Using Educational Interactive Worksheets

The mathematics curriculum for the first grade of primary school / compulsory preparation/ outlines six main topics which define the educational content intended for learning. One of these topics is Addition and Subtraction of numbers within 20 with regrouping. This paper aims to present a study related to the creation of original package of electronic educational content, which was developed in order to help the 7 – 8-year-old students acquire the knowledge and skills of subtracting numbers within 20 with regrouping. The e-learning content package includes worksheets created on the digital online platform LiveWorksheets. The degree of effectiveness of the developed electronic educational resources was examined during the academic year 2021/2022. 144 students from the first grade of primary school participated in the experimental study. The obtained results of the experiment and their analysis show that the application of the presented original package of electronic educational resources leads to an easier and deeper assimilation of knowledge and skills for subtracting numbers within 20 with regrouping.