Factors of Providing the Continuity of Teaching Mathematics During Transition from High School to University

Botuzova, Yuliia

doi:10.13189/ujer.2020.080316

Cited by 2 publications

(3 citation statements)

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“…On the other hand, the principle of teaching mathematical disciplines continuity (both in school and higher education establishments, and between them) involves the integration of related disciplines and the establishment of interdisciplinary connections (Y. Botuzova [2]). Moreover, the internal integration of methods, means, components and meaningful lines of mathematics itself (as a subject in school and higher education establishments) ensures the implementation of the continuity principle (Y. Botuzova, V. Nichyshina, R. Rizhnyak [10]).…”

Section: Methodsmentioning

confidence: 99%

“…The research of scientists G. Gordiychuk [12] and M. Didovik [13] are devoted to pedagogical conditions for ensuring the continuity of natural and mathematical disciplines study in various educational institutions. Y. Botuzova [2] mathematics teaching during the transition from secondary school to higher education. Y. Botuzova, V. Nichyshina, R. Rizhnyak [10] consider the sequence of teaching methods for solving mathematical problems in schools and higher educational establishments in the context of an integrative approach.…”

Section: ключовіmentioning

confidence: 99%

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The Role of Integrative Content Tasks in the Implementation of the Continuity Principle in Teaching Mathematics Using Ict

Rizhniak,

Botuzova,

Nichyshyna

2024

Вісник ЖДУ імені Івана Франка. Педагогічні науки

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The purpose of the research is the determination of the role of tasks of integrative content in the implementation of the continuity principle in teaching mathematics. During the research, we used the following methods: analysis of school mathematics curricula and educational programs for training future mathematics teachers, search, and analysis of relevant problems with further formation of problems with integrative content based on them; generalization of own and advanced pedagogical experience regarding the application of computer mathematics systems in the educational process of secondary and higher schools. As a result of the research, the following conclusions were made: the use of problems of integrative content provides an opportunity to form integrated images of mathematical material, as well as to consolidate mathematical objects, the use (by subjects of training) of scientific methods of cognition – observation, analogy, analysis, synthesis, comparison. This approach was implemented from the point of view of the integration of teaching methods, such as the method of addition, the technology of enlargement of didactic units, and the method of contrast. And also, from the point of view of teaching aids, the use of graphic illustrations, information and communication technologies, schemes, and algorithms of analytical statements. This practice ensures the formation of generalized mathematical skills and, as a result, the formation of integrative mathematical abilities and beliefs based on them, which will enable the implementation of the continuity principle in the study of mathematics between different branches of education. It is possible only with an in-depth study of specific mathematical problems and under the condition of using a heuristic approach to learning with the using ICT tools.

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Section: Methodsmentioning

confidence: 99%

Section: ключовіmentioning

confidence: 99%

The Role of Integrative Content Tasks in the Implementation of the Continuity Principle in Teaching Mathematics Using Ict

Rizhniak,

Botuzova,

Nichyshyna

2024

Вісник ЖДУ імені Івана Франка. Педагогічні науки

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“…This basic education reform caused a re-evaluation and implementation of a new tertiary education curriculum that fits the Senior High school graduates' knowledge and skills. The continuity of the learning process should be maintained by establishing links between levels of education through the coordination of the stakeholders involved (Botuzova, 2020).…”

Section: Introductionmentioning

confidence: 99%

Teaching College Physics to the K to 12 Program Graduates: Teachers’ Experiences and Perspectives

Fulminar¹

2022

APJEE

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This qualitative research explored the experiences of university professors and instructors in teaching College Physics to the K to 12 Program graduates. The data were obtained from Physics professors and instructors from various state universities in Eastern Visayas through semi-structured interviews. Using Colaizzi’s method of data analysis, five themes regarding the issues and challenges were generated. These themes are: STEM versus non-STEM graduates; students’ lack of knowledge and poor conceptual understanding; challenges in teaching problem solving; challenges in conducting laboratory activities; and negative perception towards physics. In each of the issues and challenges, corrective measures were employed by the participants. Recommendations addressed to various stakeholders were also sought from them. Results reveal that there is a lack of readiness for the K to 12 Program graduates to take on the College Physics course and there are serious learning gaps between Physics education in higher education and K to 12 Basic Education curricula. The results of this study can guide the concerned individuals in the educational sector in making ways to establish continuity and progression in learning Physics.

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Factors of Providing the Continuity of Teaching Mathematics During Transition from High School to University

Cited by 2 publications

References 0 publications

The Role of Integrative Content Tasks in the Implementation of the Continuity Principle in Teaching Mathematics Using Ict

The Role of Integrative Content Tasks in the Implementation of the Continuity Principle in Teaching Mathematics Using Ict

Teaching College Physics to the K to 12 Program Graduates: Teachers’ Experiences and Perspectives

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