Використання соцмереж як засобу формування математичної компетентності майбутніх учителів математики
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Дата
2016
Назва журналу
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Анотація
Авторами проаналізовано доцільність використання соціальних мереж як засобу формування математичної компетентності майбутніх учителів математики під час навчання на фізико-математичному факультеті педагогічного університету. Виділено форми залучення можливостей віртуальних спільнот при вивченні математичних дисциплін і виокремлено педагогічні та психологічні фактори навчання й соціалізації студентів через соцмережі.
An important conceptual basis of the methodology in determining the content of education is competency based approach to professional development of future teachers of mathematics during their studies at physics and mathematics departments at the pedagogical university, including the study of such fundamental disciplines as mathematical analysis. Formation of mathematical competence is not possible without the involvement of modern information and communication technologies, including social services and resources of the Internet. The spread of virtual education, training and social networks creates conditions for bringing people together in user groups according to their interests or values to meet specific needs. With the popularity of the first city in Ukraine is network “VKontakte”, also popular are “Classmates” and “Mail.ru”. However, the most popular for training and development of students abroad is the social network “Facebook”. These networks have similar functionality, convenience of the educational process, namely, to accommodate class schedules, training programs and job tasks, formation of different groups to share information, communication and so on. We distinguish the following forms of using social networks as a means of teaching students: - Social networks as a platform for interaction between a teacher and a student (opportunity to ask questions), a student and a student (communication, discussions, projects), students and the entire community (the job without a specific destination); - Social networks as a space of learning management, allocation of learning tasks and students’ activities, test objectives, and monitoring; - Social networks as a place of storage (placement of the lectures and practical classes, additional teaching materials, educational and methodological literature, articles, etc.); - Social networks as a “bulletin board” (accommodation of organizational information about events within the academic and extracurricular activities).
An important conceptual basis of the methodology in determining the content of education is competency based approach to professional development of future teachers of mathematics during their studies at physics and mathematics departments at the pedagogical university, including the study of such fundamental disciplines as mathematical analysis. Formation of mathematical competence is not possible without the involvement of modern information and communication technologies, including social services and resources of the Internet. The spread of virtual education, training and social networks creates conditions for bringing people together in user groups according to their interests or values to meet specific needs. With the popularity of the first city in Ukraine is network “VKontakte”, also popular are “Classmates” and “Mail.ru”. However, the most popular for training and development of students abroad is the social network “Facebook”. These networks have similar functionality, convenience of the educational process, namely, to accommodate class schedules, training programs and job tasks, formation of different groups to share information, communication and so on. We distinguish the following forms of using social networks as a means of teaching students: - Social networks as a platform for interaction between a teacher and a student (opportunity to ask questions), a student and a student (communication, discussions, projects), students and the entire community (the job without a specific destination); - Social networks as a space of learning management, allocation of learning tasks and students’ activities, test objectives, and monitoring; - Social networks as a place of storage (placement of the lectures and practical classes, additional teaching materials, educational and methodological literature, articles, etc.); - Social networks as a “bulletin board” (accommodation of organizational information about events within the academic and extracurricular activities).
Опис
Ключові слова
компетентісний підхід, competence approach, професійна компетентність, professional competence, математична компетентність, mathematical competence, освіта, education, навчання, study, соціальні мережі, social networking
Бібліографічний опис
Мартиненко, О. В. Використання соцмереж як засобу формування математичної компетентності майбутніх учителів математики [Текст] / О. В. Мартиненко, Я. О. Чкана // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 2 (56). – С. 339–346.