Design and implementation of adaptive technology for teaching mathematics to school children based on integrated diagnostic approach to subject preparation and competence development

Mikhail. A. Rodionov; Zhana Dedovets; Elena S. Pavlova; Natalia N. Sharapova; Irina V. Akimova

doi:10.34069/AI/2020.26.02.53

Mikhail. A. Rodionov Penza State University, Penza, Russia
Zhana Dedovets The University of the West Indies, SOE St. Augustine, Trinidad and Tobago https://orcid.org/0000-0003-0368-202X
Elena S. Pavlova Institution of Higher Education «Togliatti State University», Russia https://orcid.org/0000-0002-6607-0744
Natalia N. Sharapova Penza State University, Penza, Russia http://orcid.org/0000-0002-3414-3056
Irina V. Akimova Penza State University, Penza, Russia http://orcid.org/0000-0003-0900-4676

DOI: https://doi.org/10.34069/AI/2020.26.02.53

Keywords: Adaptive learning technology, students' motivation, student success profile, structure of mathematical tasks, teaching mathematics.

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.

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Author Biographies

Mikhail. A. Rodionov, Penza State University, Penza, Russia

Penza State University, Penza, Russia

Zhana Dedovets, The University of the West Indies, SOE St. Augustine, Trinidad and Tobago

The University of the West Indies, SOE St. Augustine, Trinidad and Tobago

Elena S. Pavlova, Institution of Higher Education «Togliatti State University», Russia

Federal State Budget Educational Institution of Higher Education «Togliatti State University», Russia

Natalia N. Sharapova, Penza State University, Penza, Russia

Penza State University, Penza, Russia

Irina V. Akimova, Penza State University, Penza, Russia

Penza State University, Penza, Russia

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