Кафедра математики

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Browsing Кафедра математики by Author "Lovianova, Iryna"

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    Inquiry-based learning for enhancing students’ interest in mathematical research: a case study on approximation theory and Fourier series
    (2023) Vlasenko, Kateryna; Rovenska, Olha; Lovianova, Iryna; Kondratyeva, Oksana; Achkan, Vitaliy; Tkachenko, Yana
    This paper investigates how to develop students’ interest in mathematical research by using inquiry-based learning (IBL) as a pedagogical approach. We conducted a case study on the application of IBL to the teaching of approximation theory and Fourier series, which are important topics in mathematics and computer science. We surveyed the students who participated in the IBL workshops and measured their emotional state using the Differential Emotion Scale (DES) by Izard. The results showed that the IBL environment reduced the students’ negative emotions and increased their positive emotions, which in turn enhanced their engagement and motivation in the mathematical research activities. We conclude that IBL is an effective method for fostering students’ interest in mathematical research and suggest some implications for future practice and research.
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    Interdisciplinary connections of Mathematics and Literature in the preparation for External Independent Assessment of Humanities students
    (2023) Vlasenko, Kateryna; Lovianova, Iryna; Achkan, Vitaliy; Armash, Tetiana; Chumak, Olena
    This article examines the issue of finding new methodological approaches to the development of problems that can contribute to the preparation of ‘Humanities’ students to pass the state final certification in the format of External independent assessment (EIA). The study analyzes the existing development of methods of qualitative mathematical training of students of humanities classes who study Mathematics according to the basic level program. In particular, the authors of the article were interested in the use of interdisciplinary connections between Mathematics and humanitarian disciplines. The authors of the article identified crosscurricular problems as a means of forming students’ motivation to study Mathematics, as well as a toolkit for measuring their level of readiness to solve typical problems of EIA. The researchers set a goal to develop cross-curricular problems following the EIA program based on the plot of Bulgakov’s novel ‘The Master and Margarita’. An experiment was conducted to confirm the effectiveness of the use of the system of interdisciplinary problems in the preparation for the EIA of humanitarian students. The obtained results confirmed that the implementation of problems in which the intersubject connections of Mathematics and Literature are realized has a more significant effect on both increasing the motivation of students to study Mathematics and their mathematical preparation.
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    The method of using the online course "Creative Thinking through Learning Elementary Maths" in the Mathematics teacher training system
    (2023) Achkan, Vitaliy; Vlasenko, Kateryna; Lovianova, Iryna; Sitak, Iryna; Armash, Tetiana
    The article offers the method of using the online "Creative Thinking through Learning Elementary Maths" and the results of checking the effectiveness of the implementation of this course in the mathematics teacher training system. The research substantiates the possibility of three methodological options for combining educational materials of the online course with the study of the educational discipline "Elementary Mathematics". The methodological options are chosen depending on the number of credits assigned to the study of the elementary mathematics course at the university. Practical tasks of the course were focused on the organization of students' activities (recognition, classi cation, solving and creation) with Rich tasks of three levels of complexity. The results of control tests in Elementary Mathematics give grounds for concluding about the effectiveness of the developed method.
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    The Wheel of Mathematics Learning Methods
    (2023) Vlasenko, Kateryna; Lovianova, Iryna; Chumak, Olena; Sitak, Iryna; Kovalenko, Daria
    The article is devoted to the creation of a wheel of mathematics learning methods. The study analyzed how Bloom's taxonomy is used by the educational community. Special attention is paid to the study of the issue of bringing to a single system a set of disparate goals and tasks of learning in new models of education, which provide for the openness of learning to new technologies. Analysis of scienti c works and resources helped to determine the structuring of the Wheel of Mathematics Learning Methods (WMLM). The authors of the article identi ed the areas of didactics that should ll the wheel: Competencies, Motivation, Bloom's Taxonomy, Activities, and Technologies. A structured set of hints for the teacher is presented in the form of 5 sectors of the wheel: Apply, Analyze, Evaluate, Create, Remember Understand. Each sector is a set of constituent components Methods, Forms, Tools, Activities and Active Verbs. The analysis of the results of the survey of 58 respondents proved that Bloom's taxonomy is important both in the selection of teaching methods and means and in the determination of e ective forms of organization of educational activities. It was concluded that the idea of developing a methodology wheel should be based on the structuring of a set of tips for the teacher at all stages of activity from planning to implementation of mathematics education.