Improving the Level of Cognitive Component of Mathematical Competence in the Process of Mathematical Training of Students of Technical Specialties
DOI:
https://doi.org/10.18662/rrem/15.1/696Keywords:
engineering, higher education, fundamentalization, mathematical training, future technical specialists, educational process, cognitive component, training of engineersAbstract
The article reveals some approaches to the interpretation of the concept of the cognitive component of mathematical competence, reveals some ways of forming the cognitive component of mathematical competence of students of technical specialties. Based on the analysis of literature sources, the purpose and objectives of the study, the research hypothesis are substantiated. The purpose of the study is to check the effectiveness of the proposed method of improving the level of mathematical training of students of technical specialties (STS) in the form of checking the formation of the cognitive component of mathematical competence of STS. The method of improving the level of mathematical preparation consists in its fundamentalization. The paper also presents a statistical verification of the reliability of the obtained results. The methodological apparatus of the research covered modern principles and approaches of higher school pedagogy. The main approaches to improving the quality of mathematical training through its fundamentalization include: synergistic, systemic, activity, competence, knowledge-activity, personality-oriented; teaching and research approach. Also, the idea of forming professionally oriented mathematical competence is substantiated in the work. The work describes the structural scheme of the concepts of the proposed methodological system for improving the mathematical training of students of technical specialties through its fundamentalization. The obtained results of the study clearly confirm the effectiveness of the proposed concept of improving the quality of mathematical training of STS, and confirm the impact on improving the cognitive component of mathematical competence. The obtained results of the study indicate the need for further development in order to improve the quality and level of mathematical preparation of STS.
References
Abdulwahed, M., Jaworski, B., & Crawford, A. R. (2020). Innovative approaches to teaching mathematics in higher education: a review and critique. Nordic Studies in Mathematics Education, 17(2), 49–68 http://ncm.gu.se/wp-content/uploads/2020/06/17_2_049068_abdulwahed.pdf
Alpers, B. A. (2013). Framework for Mathematics Curricula in Engineering Education. A Report of the Mathematics Working Group. European Society for Engineering Education.
Astafieva, M. M., Zhyltsov, O. B., Proshkin, V. V., & Lytvyn, O. S. (2020). E-learning as a mean of forming students’ mathematical competence in a research-oriented educational process. CTE Workshop Proceedings, 7, 674–689. https://doi.org/10.55056/cte.421
Astafieva, M., Bodnenko, D., Lytvyn, O., & Proshkin, V. (2020). The Use of Digital Visualization Tools to Form Mathematical Competence of Students. ICTERI, 2020, 416-422. https://ceur-ws.org/Vol-2740/20200416.pdf
Avigad, J. (2021). Reliability of mathematical inference. Synthese, 198, 7377–7399. https://doi.org/10.1007/s11229-019-02524-y
Borrell, J. F. (2006). European Union. Key Competencies for Life long Learning. Recommendation of the European Parliament and to the Council of 18 December 2006 (2006/962/EC). Official Journal of the European Union, 394/10 – I.394/18. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32006H0962
Broadbridge, P., & Henderson, S. (2008). Mathematics education for 21st century engineering students: Scoping project for disciplinesbased initiative [Conference Presentation]. Symposium Mathematics for 21st Century Engineering Students. Australian Mathematical Sciences Institute, December 2007. http://www.amsi.org.au/carrick_ seminar_program.php
Chevallard, Y., & Bosch, M. (2014). Didactic Transposition in Mathematics Education. In S. Lerman, (ed.), Encyclopedia of Mathematics Education (pp. 170-174). Springer. https://doi.org/10.1007/978-94-007-4978-8_48
Copur-Gencturk, Y., & Doleck, T. (2021). Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching. Educational Studies in Mathematics, 107, 49–70. https://doi.org/10.1007/s10649-021-10028-1
Desoete, A., & De Craene, B. (2019). Metacognition and mathematics education: an overview. ZDM Mathematics Education, 51, 565–575. https://doi.org/10.1007/s11858-019-01060-w
Ernest, J. B., Reinholz, D. L., & Shah, N. (2019). Hidden competence: women’s mathematical participation in public and private classroom spaces. Educational Studies in Mathematics, 102, 153–172. https://doi.org/10.1007/s10649-019-09910-w
Fried, M. N. (2020). Transdisciplinarity in Mathematics Education: Blurring Disciplinary Boundaries. Mathematical Thinking and Learning, 22(1), 81-84. https://doi.org/10.1080/10986065.2019.1640495
Fry, P.S. (1991). Fostering Children's Cognitive Competence through Mediated Learning Experiences: Frontiers and Futures. Springfield.
Geraniou, E., & Jankvist, U.T. (2019). Towards a definition of “mathematical digital competency”. Educational Studies in Mathematics, 102, 29–45. https://doi.org/10.1007/s10649-019-09893-8
Goldin, G. A. (2020). Mathematical Representations. In S. Lerman (ed.), Encyclopedia of Mathematics Education. Springer. https://doi.org/10.1007/978-3-030-15789-0_103
Han, S., & Kim, H. (2020). Components of Mathematical Problem Solving Competence and Mediation Effects of Instructional Strategies for Mathematical Modeling. Education and Science, 45, 202. http://dx.doi.org/10.15390/EB.2020.7386
Karlusch, A., Sachsenhofer, W., & Reinsberger, K. (2018). Educating for the development of sustainable business models: Designing and delivering a course to foster creativity. Journal of Cleaner Production, 179, 169-179. https://doi.org/10.1016/j.jclepro.2017.12.199
Klochko, O., Fedorets, V., Tkachenko, S., & Maliar, O. (2020a). The use of digital technologies for flipped learning implementation. CEUR Workshop, 2732, 1233–1248. https://ceur-ws.org/Vol-2732/20201233.pdf
Klochko, V. I., Kolomiiets, A. A., & Stakhova, O. A. (2020b). Formation of Competences of Students of Technical Specialties in the Process of their Fundamental Mathematical Training. Society. Integration. Education. Proceedings of the International Scientific Conference. Volume I, May 22th-23th, (pp. 443-453). Rezekne.http://journals.ru.lv/index.php/SIE/article/view/4913/4477
Kohut, U., & Shyshkina, M. (2020). Providing the Fundamentalisation of Operations Research Learning Using MAXIMA System. In ICTERI Workshops, 2732, 1082-1096. https://ceur-ws.org/Vol-2732/20201082.pdf
Kolomiiets, A., Kraievska, O., Krupskyi, Y., Tiytiynnyk, O., Klieopa, I., & Kalashnikov, I. (2020). Formation of the Cognitive Component of Professionally-Oriented Mathematical Competence of Future Radio Specialists in the Context of Neuroplasticity of the Human Brain. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 11(3), 15-28. https://doi.org/10.18662/brain/11.3/106
Kolomiiets, A., Тiutiunnyk, O., Stakhova, O., Fonariuk, D., Dobraniuk, Y., & Hensitska-Antoniuk, N. (2021). Profesiyna spryamovanistʹ fundamentalizatsiyi matematychnoyi pidhotovky maybutnikh tekhnichnykh spetsialistiv [Professional orientation of fundamentalization of mathematical training of future technical specialists]. Journal of Interdisciplinary Research, 22, 39-46. http://www.magnanimitas.cz/ADALTA/110222/papers/A_07.pdf
Kovtonyuk, M. (2013). Fundamentalizatsiya profesiynoyi pidhotovky maybutnoho vchytelya matematyky – bakalavra [Fundamentalization of professional training of future mathematics teachers – bachelors]. Vinnytsia Planer.
Kul, Ü., & Çelik, S. (2020). A Meta-Analysis of the Impact of Problem Posing Strategies on Students’ Learning of Mathematics. Revista Romaneasca pentru Educatie Multidimensionala, 12(3), 341-368. https://doi.org/10.18662/rrem/12.3/325
Lagrange, J. B. (2014). Analysing the impact of ICT on Mathematics teaching practices. In European Research in Mathematics Education III: Proceedings of the 3rd Conference of the European Society for Research in Mathematics Education (CERME 2009. Bellaria, Italia). http://www.mathematik.tu-dortmund.de/
~erme/CERME3/Groups/TG9/TG9_Lagrange_cerme3.pdf
Lai, Y-C., & Peng, L-H. (2020). Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education. Sustainability, 12(1), 28. https://doi.org/10.3390/su12010028
Li, Y., & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International Journal of STEM Education, 6(1), 1-13. https://doi.org/10.1186/s40594-019-0197-9
Lvov, M., Shishko, L., Chernenko, I., & Kozlovsky, E. (2019). Mathematical Models and Methods of Supporting the Solution of the Geometry Tasks In Systems of Computer Mathematics for Educational Purposes. In ICTERI Workshops, 2393, 41-52. https://ceur-ws.org/Vol-2393/paper_389.pdf
Lyon, J. A., & Magana, A. J. (2020). A review of mathematical modeling in engineering education. International Journal of Engineering Education, 36, 101–116. https://www.ijee.ie/1atestissues/Vol36-1A/09_ijee3860.pdf
Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The Role of Mathematics in interdisciplinary STEM education. ZDM Mathematics Education, 51, 869–884. https://doi.org/10.1007/s11858-019-01100-5
Morze, N. V., Mashkina, I. V., & Boiko, M. A. (2022). Experience in training specialists with mathematical computer modeling skills, taking into account the needs of the modern labor market. In CEUR Workshop Proceedings, 3085, 95-106. https://ceur-ws.org/Vol-3085/paper20.pdf
Mulligan, J., Woolcott, G., Mitchelmore, M., & Davis, B. (2018). Connecting mathematics learning through spatial reasoning. Mathematics Education Research Journal, 30, 77–87. https://doi.org/10.1007/s13394-017-0210-x
Niss, M., & Højgaard, T. (2019). Mathematical competencies revisited. Educational Studies in Mathematics,102, 9–28. https://doi.org/10.1007/s10649-019-09903-9
Niss, M., & Jablonka, E. (2020). Mathematical Literacy. In S. Lerman (ed.), Encyclopedia of Mathematics Education. Springer. https://doi.org/10.1007/978-3-030-15789-0_100
Padalko, N., Padalko, H., & Padalko, A. (2020). On Using Information and Communication Technologies in Process of Mathematical Specialties Education. In Conference on Integrated Computer Technologies in Mechanical Engineering–Synergetic Engineering (pp. 716-725). Springer.
Passey, D. (2019). Technology-enhanced learning: Rethinking the term, the concept and its theoretical background. British Journal of Educational Technology, 50, 972-978. https://doi.org/10.1111/bjet.12783
Pepin, B., & Gueudet, G. (2020). Curriculum Resources and Textbooks in Mathematics Education. In S. Lerman (ed.), Encyclopedia of Mathematics Education. Springer. https://doi.org/10.1007/978-3-030-15789-0_40
Polishchuk, V. (2018). Fundamentalizatsiya profesiynoyi pidhotovky sotsialʹnykh pratsivnykiv v konteksti hlobalizatsiynykh protsesiv. [Fundamentalization of the Social Workers’ Professional Training in the Context of Globalization Processes]. Professional Education: Methodology, Theory and Technologies, 8, 182-196. https://doi.org/10.31470/2415-3729-2018-8-182-196
Rakov, S. (2005). Formuvannya matematychnykh kompetentnostey vchytelya matematyky na osnovi doslidnytsʹkoho pidkhodu u navchanni z vykorystannyam informatsiynykh tekhnolohiy [Formation of mathematical competencies of the teacher of mathematics on the basis of the research approach in training with use of information technologies] [Unpublished doctoral Thesis]. University of Kharkiv.
Rudyshyn, S. D., Kravets, V. P., Samilyk, V. I., Sereda, T. V., & Havrylin, V. O. (2020). Features of the Fundamentalization of Education in Higher Educational Institutions of Ukraine in the Context of Sustainable Development. Journal of Educational and Social Research, 10(6), 149. https://doi.org/10.36941/jesr-2020-0116
Sabag, N. (2017). The effect of integrating lab experiments in electronic circuits into mathematic studies – a case study. Research in Science & Technological Education, 35(4), 427-444. https://doi.org/10.1080/02635143.2017.1336708
Sazhiienko, O. (2021). Diahnostyka formuvannya profesiynoyi kompetentnosti bakalavriv u haluzi kompʺyuternykh tekhnolohiy [Diagnosis of formation of bachelorsʼ professional competence in the field of computer technologies]. Problems of Modern Teacher Training, 1(23), 116-125. https://doi.org/10.31499/2307-4914.1(23).2021.232799
Seidametova, Z. (2020). Combining Programming and Mathematics through Computer Simulation Problems. In ICTERI Workshops, 2732, 869-880. https://ceur-ws.org/Vol-2732/20200869.pdf
Semenikhina, O., Yurchenko, A., Udovychenko, O., Petruk, V., Borozenets, N., & Nekyslykh, K. (2021). Formation of Skills to Visualize of Future Physics Teacher: Results of The Pedagogical Experiment. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), 476-497. https://doi.org/10.18662/rrem/13.2/432
Semerikov, S. O., & Teplytskyi, I. O. (2009). Fundamentalizatsiya yak osnova rozvytku innovatsiynoyi vyshchoyi osvity [Fundamentalization as a Basis for the Development of Innovative Higher Education]. Collection of Scientific Papers of Kamianets-Podilsk National Ivan Ogienko University: Pedagogical Series, 15, 249-251. https://doi.org/10.32626/2307-4507.2009-15.249-251
Sevostyanov, A. Y. (2011). Do pytannya formuvannya profesiyno-matematychnoyi kompetentnosti mahistra «Avtomatyzatsiya ta upravlinnya» [On the question of the formation of professional and mathematical competence of the master of “Automation and Management”]. Questions of modern science and practice. University named after VI Vernadsky, 3(34), 150-154.
Shabanova, Y. O. (2014). Systemnyy pidkhid u vyshchiy shkol [System approach in higher education]. Ministry of Education and Science of Ukraine.
Sun, R. C. F., & Hui, E. K. P. (2006). Cognitive Competence as a Positive Youth Development Construct: Conceptual Bases and Implications for Curriculum Development. International Journal of Adolescent Medicine and Health, 18(3), 401-408.
Sun, R. C. F., & Hui, E. K. P. (2012). Cognitive Competence as a Positive Youth Development Construct: A Conceptual Review. The Scientific World Journal, 210953. https://doi.org/10.1100/2012/210953
Wong, V. (2019). Authenticity, transition and mathematical competence: an exploration of the values and ideology underpinning an increase in the amount of mathematics in the science curriculum in England. International Journal of Science Education, 41(13), 1805-1826. https://doi.org/10.1080/09500693.2019.1641249
Yang, K.-L., Tso, T.-Y., Chen, C.-S., Lin, Y.-H., Liu, S.-T., Lin, S.-W., & Lei, K. H. (2021). Towards a conceptual framework for understanding and developing mathematical competence: A multi-dual perspective. Innovations in Education and Teaching International, 58(1), 72-83. https://doi.org/10.1080/14703297.2019.1687317
Yarkho, T. O., & Emelyanova, T. O. (2015). Formation of mathematical competence of future scientific and pedagogical staff in the system of continuous professional training of masters and graduate students of modern technical university. Scientific notes of Berdyansk Pedagogical University. Pedagogical sciences, 3, 417-424.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
