Selection of pedagogical tools based on the efficiency indicators for methodological practices of teaching mathematics to middle school students with academic failure risks

Abstract

The aim of the study is to substantiate that in order to implement efficient methodological practices of teaching mathematics to middle school students with academic failure risks, it is necessary to refer to certain indicators for the selection of appropriate pedagogical tools. The paper considers the parameters of assessing the efficiency of pedagogical tools for teaching mathematics offered in scientific-pedagogical literature. The scientific novelty of the study lies in the formulation of the notion of a “methodological practice of teaching mathematics” and the identification of the efficiency indicators for methodological practices of teaching mathematics to students with academic failure risks. As a result, the efficiency indicators for methodological practices of teaching mathematics to students with academic failure risks, which are proposed as guidelines for the selection of appropriate pedagogical tools, were identified and characterized.