Nyshanbayeva K, Amirbekuly A, Kadirbaeva R, Ibashova A. Advantages and prospects of constructive learning of school mathematics epistemes in a pedagogical higher educational institution. Sci Herald Uzhhorod Univ Ser Phys. 2024;(56):2115-2123. DOI: 10.54919/physics/56.2024.211fm5
Advantages and prospects of constructive learning of school mathematics epistemes in a pedagogical higher educational institution
Karlygash Nyshanbayeva, Aldanazar Amirbekuly, Rosa Kadirbaeva, Almira Ibashova
https://doi.org/10.54919/physics/56.2024.211fm5
Abstract
Relevance. In the context of constant changes in the educational sphere, the introduction of constructive teaching to the epistemes of mathematics is an urgent task, the study of this topic helps to adapt teaching methods to modern requirements and effectively introduce innovations into pedagogical practice.
Purpose. The purpose of the study was to analyse the effectiveness of constructive teaching of mathematics epistemes in a pedagogical higher educational institution in order to identify and evaluate the results obtained.
Methodology. The following methods of scientific cognition were used: literary analysis, synthesis, deduction, and induction.
Results. The study identified specific epistemic competencies needed by future mathematics teachers, such as the ability to analyse mathematical concepts, identify connections between them, and develop systematic mathematical thinking. Specific elements of successful educational programmes were also highlighted, such as precisely tuned courses, systematic practical exercises, and effective feedback that contribute to the development of professional competence of future mathematics teachers. The methods contributing to the effective mastery of educational material by students and to the development of pedagogical competence in the field of mathematics education were considered. Tools and criteria were also proposed to assess the effectiveness of the implementation of constructive teaching of epistemes of mathematics, contributing to the development of systematic mathematical thinking and deep awareness of students.
Conclusions. Constructive learning based on an epistemic approach is aimed at developing students’ holistic understanding of mathematics, supporting flexibility, creative problem solving and interest in the subject. The study proposed strategies and methods aimed at developing the professional competence of future mathematics teachers, including special educational courses, practical exercises, and feedback from experienced teachers.
Keywords: educational practice; professional competence; applied sciences; methodology; teaching; learning; abilities
Suggested citation
References
- Shrestha IM, Luitel BC, Pant BP. Exploring transformative pedagogy in teaching mathematics. Math Educ For Chitw. 2020;5(5):9-17.
- Madiyarov N, Tursynkulova EA, Kokesh AN. Training of the content of geometric construction calculations in school and university in the process of training future mathematics teachers. Ped Psych. 2023;54(1):21-34.
- Kadirbayeva R, Amirbekuly A, Jamankarayeva B, Issabek B, Ibashova A. The development of the informational and communication subject environment for the future mathematics teacher. Opc Rev Cienc Human Soc. 2019;35(23):1023-1042.
- Alimbekova GB, Turganova MM. Formation of research culture of students in the teaching of physics in higher education. Bull Phys Math Sci. 2021;73(1):76-81.
- Abylkassymova AE, Kalybekova ZhA, Zhadrayeva LU. Some aspects of professional orientation of teaching mathematics course in higher educational institutions. Bull Phys Math Sci. 2022;77(1):165-171.
- Akhdiyeva GB, Seitova SM, Egemberdieva SSh. Formation of students’ functional literacy is one way to increase professional competence. Bull Phys Math Sci. 2022;80(2):71-79.
- Belessova D, Ibashova A, Bosova L, Shaimerdenova G. Digital learning ecosystem: Current state, prospects, and hurdles. Open Educ Stud. 2023;5(1):20220179.
- Jarassova GS, Seitkhanova AK, Tokzhigitova AN. The influence of university mathematics teacher training programs on the quality of teaching in schools. Bull Ser Ped Sci. 2021;72(4):133-142.
- Fowler S, Leonard SN, Gabriel F. Empowering mathematics teachers to meet evolving educational goals: The role of “epistemic objects” in developing actionable practice knowledge in tumultuous times. Asia-Pacif J Teach Educ. 2023;51(1):45-57.
- Thacker I, Rasiej R. Mathematics teachers’ epistemic dispositions and their relationship with teacher instruction and student learning: A systematic research synthesis; 2020. http://www.ianthacker.com/PMENA_EC%20PAPER_2020.pdf
- Castillo MJ, Burgos M, Godino JD. Prospective high school mathematics teachers’ assessment of the epistemic suitability of a proportionality textbook lesson. Acta Sci. 2021;23(4):169-206.
- Fowler S, Gabriel F, Leonard SN. Exploring the effect of teacher ontological and epistemic cognition on engagement with professional development. Prof Dev Educ. 2022;1–17.
- Bayyat A. Ethnographically informed action research: Exploring the extent to which an art/craft-based mathematics resource and inclusive pedagogy facilitate equitable teaching and learning at upper KS2. Sheffield: University of Sheffield; 2022.
- Sager MT, Wieselmann JR. Analyzing epistemic frames during STEM instructional coaching meetings: A quantitative ethnography approach. Int J Ment Coach Educ. 2023;13(1):1-16.
- Gurer MD, Akkaya R. The influence of pedagogical beliefs on technology acceptance: A structural equation modeling study of pre-service mathematics teachers. J Math Teach Educ. 2022;25:479-495.
- Lee YH, Hong HY. Preservice teachers’ intention for constructivist ICT integration: Implications from their Internet epistemic beliefs and internet-based learning self-efficacy. Inter Learn Env. 2022;32(1):102-114.
- Gandhi H. Thirty-one teachers’ epistemic beliefs as they worked with random generators: An explorative study. Canad J Sci Math Tech Educ. 2022;22:645-658.
- Boon M, Orozco M, Sivakumar K. Epistemological and educational issues in teaching practice-oriented scientific research: Roles for philosophers of science. Eur J Philos Sci. 2022;12:16.
- Cantoral R. Socioepistemology in mathematics education. In: Encyclopedia of Mathematics Education (pp. 790-797). Cham: Springer; 2020.
- Bielaczyc K, Kapur M. Playing epistemic games in science and mathematics classrooms. Educ Tech. 2010;50(5):19-25.
- Löfström E, Pursiainen T. Knowledge and knowing in mathematics and pedagogy: A case study of mathematics student teachers’ epistemological beliefs. Teach Teach. 2019;21(5):527-542.
- Raoul A, Philemon C. Beyond the binary: Dexterous teaching and knowing in mathematics education. Math Teac Educ Dev. 2020;16(2):108-125.
- Hudson B. Powerful knowledge and epistemic quality in school mathematics. Lond Rev Educ. 2020;16(3):384-397.
- Ruthven K, Mercer N, Taber KS, Guardia P, Hofmann R, Ilie S, Luthman S, Riga F. A research-informed dialogic-teaching approach to early secondary school mathematics and science: The pedagogical design and field trial of the epiSTEMe intervention. Res Pap Educ. 2017;32(1):18-40.
