Научно-методическое сопровождение внедрения мониторингового подхода к изучени...mk-shahtersk
Невольник Н.И. Научно-методическое сопровождение внедрения мониторингового подхода к изучению состояния дошкольного образования и воспитания в условиях реализации ГОС ДО
The document discusses the budget and costs for the MetaMath project. It outlines the eligible direct costs including staff costs, travel costs, equipment, printing and other costs. The total eligible direct costs are €1,069,965 with indirect costs of €74,897.55. The project finance includes a Tempus grant of €1,030,376.30 which cannot exceed 90% of costs, and required co-financing of €114,486.26 which must be at least 10% of costs. The document also provides details on equipment purchases, staff costs, travel costs, and ineligible expenses.
The document provides information on curricula and programs at Polytech Lyon, a polytechnical engineering school. It summarizes that Polytech Lyon has over 14,000 students across 85 majors in 5 scientific areas. It then provides more detailed information on specific majors like Mechanical Engineering, Modeling and Applied Mathematics, Materials Sciences, Production and Industrial Engineering, Information Technology, and Biomedical Engineering. Each major's goals, strengths, and available facilities are described. Student demographics are also summarized, showing the percentages of granted students, foreign students, and gender distribution. The curriculum organization across years is outlined as well.
Научно-методическое сопровождение внедрения мониторингового подхода к изучени...mk-shahtersk
Невольник Н.И. Научно-методическое сопровождение внедрения мониторингового подхода к изучению состояния дошкольного образования и воспитания в условиях реализации ГОС ДО
The document discusses the budget and costs for the MetaMath project. It outlines the eligible direct costs including staff costs, travel costs, equipment, printing and other costs. The total eligible direct costs are €1,069,965 with indirect costs of €74,897.55. The project finance includes a Tempus grant of €1,030,376.30 which cannot exceed 90% of costs, and required co-financing of €114,486.26 which must be at least 10% of costs. The document also provides details on equipment purchases, staff costs, travel costs, and ineligible expenses.
The document provides information on curricula and programs at Polytech Lyon, a polytechnical engineering school. It summarizes that Polytech Lyon has over 14,000 students across 85 majors in 5 scientific areas. It then provides more detailed information on specific majors like Mechanical Engineering, Modeling and Applied Mathematics, Materials Sciences, Production and Industrial Engineering, Information Technology, and Biomedical Engineering. Each major's goals, strengths, and available facilities are described. Student demographics are also summarized, showing the percentages of granted students, foreign students, and gender distribution. The curriculum organization across years is outlined as well.
Scientific-Methodological Council on Mathematics of Ministry of Education and...metamath
Scientific-Methodological Council on Mathematics of Ministry of Education and Science of Russian Federation and its Role in Improving Engineering Education in Russian Universities
TUTMathematics Basic Skills Test & Remedial Instructionmetamath
The document discusses the Basic Skills Test and Remedial Instruction program at TUTMathematics. The Basic Skills Test is given to approximately 700 new students each fall and contains 16 randomly generated math problems to test skills in eight areas of high school math. Students who do not pass are directed to the Remedial Instruction program, where around 20% of students annually receive remedial exercises to strengthen their math abilities before university studies. The Remedial Instruction program aims to better prepare students for the mathematical challenges of their courses.
Saarland University: European university in a global worldmetamath
Saarland University is a campus university located in Saarbrücken, Germany that was founded in 1948 with assistance from France. It has over 18,000 students and 280 professors across its eight faculties. Key research areas include informatics, nanotechnology, and life sciences. Saarland University emphasizes excellence in both research and teaching. It has strong European and international focuses, with many cross-border academic programs and over 3,000 international students from 365 partner universities worldwide. The university contributes to knowledge transfer through its start-up center and science park.
Presentation and Discussion of the Methodologymetamath
The document outlines a methodology for conducting a comparative analysis of mathematics courses. It discusses the framework established by the Science and Engineering Education in Europe (SEFI) working group on mathematics education, which produces reports every 10 years defining the core topics, learning outcomes, and competencies of mathematics curricula. It also provides guidelines for collecting information about university settings, discipline profiles, course settings, teaching aspects, use of technology, course statistics, and resources to facilitate comparisons between mathematics courses.
The Math-Bridge project aimed to address declining math skills and high dropout rates in STEM fields across the EU. It developed an online platform containing over 10,000 math learning objects in 7 languages. Evaluation of over 3,000 students across 9 universities found that the platform helped students learn, they enjoyed using it, and it was an effective e-learning tool. The Math-Bridge community continues using and expanding the platform.
This document summarizes the mathematics department and engineering degree programs at TUT. It discusses the department head Seppo Pohjolainen, engineering mathematical competence, 13 engineering degree programs requiring a minimum of 27 credits of mathematics, and first year mathematics courses totaling 19 credits. It also outlines degree program mathematics recommendations, support for first year students including skills tests and remedial instruction, and mathematical modeling courses and networks. Finally, it discusses the use of ICT tools like videoconferencing and Moodle for lectures, assignments, and project work, including an example parliamentary elections project.
Tempus is the EU's program that supports modernization of higher education in Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region. It aims to reform and improve quality, relevance, and international cooperation of higher education institutions in partner countries. The program began in 1990 and has supported numerous university cooperation projects between the EU and partner countries. It has been implemented through successive initiatives such as Tempus I-IV and will continue under the new Erasmus+ program starting in 2014.
Kazan National Research Technical University (KAI)metamath
This document provides information about the Institute of Technical Cybernetics and Informatics at Kazan National Research Technical University for the 2013/2014 educational year. It details that there were 18 professors, 71 senior lecturers, 20 lecturers, and 26 assistants working at the institute. There were 1,226 full-time students and 120 evening students. The institute has 6 departments covering various topics in computer science and informatics. It offers bachelor's and master's degree programs in related fields and participates in international accreditation and exchange programs. The institute also conducts research in areas such as robotics, information security, neural networks, and more.
This document summarizes the 1st year activities of the MetaMath project. It includes 4 main activities: 1) developing a methodology for case studies, 2) conducting study visits to learn about math curricula in EU universities, 3) holding workshops in Russia to collect experiences and describe national cases, and 4) writing and evaluating the case studies report. It also outlines the tasks, deliverables, mobility activities, and quality control framework for the project.
N.P. Ogarev Mordovia State University is a large public university located in Saransk, Russia. It was founded in 1931 and currently has over 22,000 students across 11 faculties and 7 institutes. The university conducts research in 22 areas and has partnerships with other universities and research centers both within Russia and internationally.
Association of Engineering Education of Russiametamath
The Association for Engineering Education of Russia (AEER) was established in 1992 to facilitate the improvement and development of engineering education in Russia. AEER's mission is to advance engineering education through activities like research, conferences, accreditation, and publishing a journal. It has over 1,600 members across 64 regional departments. AEER works to improve engineering education standards through professional accreditation of programs and certification of engineers according to international criteria. It also promotes international cooperation through participation in global engineering organizations and conferences.
Tver State University is located in Tver, Russia between Moscow and St. Petersburg. It was originally founded in 1870 as a private teacher training institution and has undergone several name changes over time. Currently it has around 10,000 students across 15 faculties and 82 departments. Notable faculty include Vladimir Bradis, a famous Russian mathematician. The university focuses on research in natural sciences, humanities, social sciences, and protection of the environment. It has partnerships with 21 foreign universities and student exchange programs with 12 European universities.
SEFI is the largest network of higher engineering education institutions in Europe, connecting over 1 million students and 1580000 academic staff across 48 countries. The document provides a framework for mathematics curricula in engineering education. It aims to provide guidance for those developing concrete mathematics curricula and ensuring intended levels of mathematical competence are achieved. Mathematical competence is defined as the ability to understand, judge, do and use mathematics in various contexts. The framework outlines levels of content-related competencies, knowledge and skills, as well as recommendations for teaching methods, integrating mathematics into engineering programs, and assessment approaches.
Saint-Petersburg Electrotechnical University (LETI)metamath
The document provides information about St. Petersburg Electrotechnical University ("LETI") including:
- Its history dating back to 1886 and renaming in 1992 when it was granted university status.
- Its mission to contribute to society through education, learning, and research at international levels of excellence.
- Details on its schools and programs of study ranging from radio engineering to economics to electrical engineering.
- An overview of the Mathematics Department including its founding in 1977 and fields of research of professors Vladimir Egorov and Sergei Pozdniakov such as limit theorems, random processes, and e-learning software development.
This document provides information about Tampere University of Technology (TUT) in Finland. It summarizes that TUT is located in Tampere, the third largest city in Finland, has around 10,400 students, and collaborates with 200 universities worldwide. TUT focuses on engineering fields and conducts research in areas like signal processing, optics and photonics, and intelligent machines to address challenges like climate change.
Subject Teacher Education and Developing of University Teaching at TUTmetamath
The document discusses subject teacher education at Tampere University of Technology (TUT) in Finland. It notes that TUT is the only technical university allowed to train subject teachers with an engineering degree in mathematics, physics, chemistry, and information technology. The structure of studies involves students obtaining a bachelor's degree from TUT in their major subject along with basic education studies, then a master's degree including intermediate education studies, allowing them to have both an engineering diploma and teacher qualification. It also describes a research project testing "languaging exercises" to develop students' mathematical communication skills at TUT and the University of Turku.
В данной статье мы уточнили роль и место информационно-коммуникационных технологий как средства обучения в системе обучения, рассмотрели основные дидактические функции учебника, уточнили и расширили определение понятия «электронный учебник». Развивая идеи Е.С.Полат о педагогических требованиях к созданию электронных изданий, мы сформулировали критерии и разработали параметры, а также методику оценки эффективности\качества электронного учебника для нужд конкретного учебного заведения. Критерии и параметры организованы в таблицы и даны краткие методические рекомендации по работе с ними.
Комплексная программа оценки и развития логико-математического мышления учащихсяАнатолий Мячев
Данный проект «Комплексная программа оценки и развития логико-математического мышления учащихся» имеет особое значение в формировании цифровой компетентности, логико-математического и общего мышления учащихся современного информационного общества, главным образом для учащихся 7-11 классов.
Использование программного продукта обеспечивает повышение общеучебных умений при решении различного вида интеллектуальных игр, развивающих вербальных задач и числовых ребусов; формирование начальных представлений о теории, истории и практики компьютеростроения; развитие исследовательских умений и навыков учащихся. Их перенос в нестандартные математические, логические и лингвистические ситуации развивает также исследовательские умения при формировании общего и креативного мышления учащихся.
Бочков В.Е., Исаев С.Н. Потенциалы в области качества различных моделей орган...Валерий Бочков
16.01.2013 начинается Гайдаровский Форум 2013. Предлагаю ознакомиться с презентациями нашего доклада на тему.: "Потенциалы в области качества различных моделей организации учебного процесса: на основе традиций к Smart-университету со смешанным обучением на базе электронных технологий". Ждем вопросов, замечаний и конструктивного обсуждения. Спасибо.
Probability Theory and Mathematical Statistics in Tver State Universitymetamath
Project MetaMath outlines a probability theory and mathematical statistics course offered at Tver State University. The course is offered over two semesters for a total of 9 credits. It includes lectures, laboratory work, seminars, course projects each semester, and exams. The goal of the course is to present basic information about probability models that account for random factors. Upon completing the course, students should have mastered key probability and statistics concepts and techniques. The course also discusses modernizing elements like pre-testing students and incorporating online homework assignments.
This document compares the Discrete Mathematics curricula and courses between OMSU (National Research Ogarev Mordovia State University) in Russia and TUT (Tampere University of Technology) in Finland. It analyzes the competencies, topics, and learning outcomes covered in the Discrete Mathematics courses based on three levels of difficulty. Overall, the OMSU course covers more topics like set theory, combinatorics, algebraic structures, and coding theory over a longer duration, while the TUT course focuses more on number theory over a shorter period. The document proposes increasing engineering applications and using an online learning system to help modernize the Discrete Mathematics courses.
This document outlines a course of calculus for IT students at Lobachevsky State University of Nizhni Novgorod. The course is divided into 3 terms covering sequences, differential calculus, integral calculus, and series. Tests and exams are given throughout each term to assess student competency in mathematical thinking and problem solving. The course aims to develop skills in applying modern mathematical tools. Plans are discussed to modernize the course by adding an introductory section to address low student preparation, using online tools like METAMATH to support independent work, and testing key concepts to address educational problems.
The document discusses the discrete mathematics curriculum at Saint-Petersburg Electrotechnical University. It provides an overview of which discrete math topics are covered in each year of study for different degree programs. It also compares course parameters like credits and hours between the university and TUT. Key modules covered in the second year Math Logic and Algorithm Theory course are outlined. Competencies addressed in the curriculum are mapped to SEFI levels, with additional competencies covered uniquely at the university. Suggested modifications to improve the curriculum structure are presented.
Probability Theory and Mathematical Statisticsmetamath
This document provides information about a Probability Theory and Mathematical Statistics course taught at KNITU, Russia. It includes details about the course such as the number of students, preliminary courses required, distribution of working time, topics covered in lectures and workshops/laboratories. It also compares the methodology and topics studied in this course to a similar course taught at TUT, Finland. Key differences highlighted include the use of Matlab at TUT and more emphasis on practical work/tutorials versus lectures. Overall competencies covered are also summarized and compared between the two courses based on the SEFI framework.
This document compares the optimization methods courses between KNITU (Russia) and TUT (Finland).
The KNITU course is mandatory, has fewer credits (3 vs 5), and less time spent (108 student hours vs 138). Key topics are similar but KNITU spends less time on lectures (10 vs 28) and nonlinear optimization.
The main difference is KNITU has fewer lectures, almost half that of TUT. This could be addressed by using an online math platform like Math-Bridge to provide additional lecture material and practice problems. Mid-term tests on Math-Bridge could help evaluate knowledge gained from the extra online content.
This document summarizes the course content and structure for Discrete Mathematics at the National Research Ogarev Mordovia State University. The course is divided into 4 modules covering set theory, graph theory, algebraic structures, and coding theory. Students take exams and write 3 essays throughout the semester to assess their understanding of each module. Pedagogical methods include lectures, practice problems, subgroup work, computer programming assignments, and a final exam to evaluate students on a 100 point scale.
SEFI comparative study: Course - Algebra and Geometrymetamath
The document describes a course in Algebra and Geometry for Informatics and Computer Science (ICS) and Programming Engineering (PE) majors. It analyzes the course content based on the SEFI framework and finds that the course covers most competencies in linear algebra and geometry at the core and level 1 levels. Some level 2 and 3 competencies are also covered. However, not all competencies are addressed as some assume knowledge from secondary school, others are covered in other courses, and some are not necessary for the ICS and PE profiles.
This document discusses the mathematical foundations of fuzzy systems, including:
- The curriculum covers theory of fuzzy sets, theory of possibility, crisp vs. fuzzy values, model tasks, and possibilistic optimization tasks over two semesters for a total of 324 hours.
- The theory of possibility introduced in 1978 uses axiomatic approach and possibility measures to define possibilistic space and possibilistic (fuzzy) variables characterized by possibility distributions.
- Model tasks and possibilistic optimization tasks are presented, where the coefficients can be crisp or possibilistic variables.
Calculus - St. Petersburg Electrotechnical University "LETI"metamath
This document provides an overview of the calculus concepts covered in school and in various university courses at the Electrotechnical University “LETI” in Saint Petersburg, Russia. It outlines the key competencies developed in functions, sequences, series, logarithmic/exponential functions, rates of change, differentiation, integration, and other topics. The levels of mastery increase across the core courses in Calculus, Computing Mathematics, and some additional advanced topics covered in only two specialized groups.
1. The document outlines discrete mathematics competencies covered at different levels in the undergraduate curriculum at Saint-Petersburg Electrotechnical University.
2. Many competencies are covered in the discrete mathematics course in the first year, while others are covered in courses like mathematical logic and algorithm theory in later years.
3. LETI aims to develop additional competencies beyond the SEFI levels, such as skills in mathematical logic, graphs, algorithms, and finite state machines.
Probability Theory and Mathematical Statisticsmetamath
This document discusses a computer tutorial on probability theory and mathematical statistics that was developed for a bachelor's degree program in computer science and engineering. It provides details on the course, including the typical number and gender of students, prerequisite courses, and time allocation. It also outlines the history of the degree program and standards from 1990 to 2014. The document describes the contents, structure, and development of the computer tutorial, and shows some screenshots of different learning management systems used to deliver the tutorial over time, including Lotus Learning Space, IBM Workplace Collaborative Learning, and Blackboard.
This document provides an overview of optimization methods. It discusses both single-variable and multi-variable optimization techniques, including necessary and sufficient conditions for local minima. Specific optimization methods covered include golden section search, dichotomous search, gradient descent, Newton's method, the simplex method for linear programming problems, and the method of Lagrange multipliers for constrained optimization problems. The document is intended to provide information about an optimization methods course, including preliminary courses, time distribution, and types of optimization techniques taught.
Math Education for STEM disciplines in the EUmetamath
The document discusses math education reforms in the EU. It notes declining math skills among students and describes efforts across Europe to shift from a content-focused approach to developing mathematical competencies. Recommendations include changing curricula to emphasize real-world problem solving, improving teacher training, and leveraging technology as a teaching tool while maintaining the important role of educators. Overall, the document outlines the need for pedagogical reforms to address shortcomings identified by assessments like PISA and better prepare students for STEM careers.
International Activities of the University in academic fieldmetamath
The document summarizes the international activities of Kazan National Research Technical University (KNRTU-KAI) in academic fields. It outlines several milestones in the university's international relations starting from the 1950s when it first hosted foreign students. It then discusses KNRTU-KAI's participation in international projects, associations, and TEMPUS programs. The document also provides details on international accreditation of academic programs, the new German-Russian Institute of Advanced Technologies, and KNRTU-KAI's approach to developing new curricula/modules based on the qualifications framework of the European Higher Education Area.
2. • "Надо развивать наши сильные стороны.
У нас в стране – традиционно сильные
математические школы в университетах и РАН.
Мы можем поставить задачу сделать наше школьное
математическое образование
через десять лет лучшим в мире.
Это даст нашей стране серьезные конкурентные
преимущества."
• В.В. Путин (предвыборная статья, 2012)
3. • Ключевой компонент научно-
технологического развития
• Дешевая научная инфраструктура
• Сохранившийся в России человеческий
потенциал и традиция
Почему математика?
4. Процесс разработки
• Указ Президента 599 от 7 мая 2012 г.
• Рабочая группа – август 2012, А. Л. Семенов - координатор
• Состав: учителя, ученые, преподаватели вузов,…
• Сайт и документы на сайте math.ru/conc/
• Разработка концепции, как модель со-участия
профессионального сообщества
• Распоряжение Правительства РФ от 24 декабря 2013 г. №
2506-р
5. • Изменения в XXI веке
• Математическая деятельность
– Программирование – создание математических
объектов математическими методами
– Создание объектов ИКТ
– Математическое моделирование
– «чистая», фундаментальная математика
– Повседневная деятельность, логика
I. ЗНАЧЕНИЕ МАТЕМАТИКИ В
СОВРЕМЕННОМ МИРЕ И В РОССИИ
6. • В процессе социальных изменений 1990-х
годов обострились имевшиеся и
накопились новые проблемы.
• Группировка проблем. Направления:
– Мотивационное
– Содержательное
– Кадровое
II. ПРОБЛЕМЫ РАЗВИТИЯ
МАТЕМАТИЧЕСКОГО ОБРАЗОВАНИЯ
7. III. ЦЕЛИ И ЗАДАЧИ КОНЦЕПЦИИ
• Математика должна стать передовой и
привлекательной областью знания и
деятельности,
получение математических знаний –
осознанным и внутренне
мотивированным
8. • модернизация содержания
• индивидуализация, диагностика, честная
аттестация
• информационные ресурсы, инструменты,
информационная среда
• качество работы преподавателей, педагогическая
наука, собственные педагогические подходы
• поддержка организаций и педагогов – лидеров
• условия – выдающимся обучающимся
• система оценки труда ученых и преподавателей
• популяризация.
Задачи:
9. IV. Уровни образования
1. Дошкольное и начальное образование
2. Основное и среднее общее образование
3. Профессиональное образование
4. Дополнительное профессиональное образование,
подготовка научно-педагогических кадров высшей
квалификации, математическая наука
5. Математическое просвещение и популяризации
математики, неформальное образование.
Дополнительное образование детей
10. Глобальные идеи концепции
• Деятельность
• Индивидуализация.
Нет детей «не способных к математике»
(UNESCO – IBE 1956)
• Поддержка лидеров
• Преемственность (выход – вход программ)
11. Дошкольное и начальное
• Международный опыт
• Среда и ситуации
• Расширение спектра деятельности.
Занимательные задачи. Объекты:
– Наглядность
– Мешки
– Цепочки
– Пересчет, игры, эксперименты
12. 2. Основное и среднее общее
• Индивидуализация, отстающие, особо
способные и мотивированные
• Количество выпускников
• Соответствие системы образованиям
потребностям личности и общества
18. «Белая книга» - Сайт и Ежегодник
• задачи:
– Источник, к которому можно обращаться для понимания,
прогнозирования и проектирования.
– Все уровни образования и категории образовательных организаций
– Объективное представление и анализ истории отечественного
математического образования.
– Сопоставление с зарубежными процессами. Международный контекст, в
том числе – международные сравнительные исследования.
– Место обнародования объективных данных и экспертных оценок,
результатов Мониторинга
– Место документирования процесса. (Сохранение всех предшествующих
данных, ежегодных отчетов)
• постоянно действующий инструмент консолидации и предъявления мнения
профессиональных сообществ
22. Дорожные карты
• Минобрнауки России подготовило свою дорожную карту.
• Нужны карты регионов, других ведомств
• Нужен мониторинг движения – Минобрнауки
– Содержание мониторинга
– Инструменты мониторинга
• Развитие математического образования интегрировано с
развитием образования в целом (профстандарт педагога,
ФГОС, педагогическое образование, информационная
среда).
– Мониторинг развития математического образования
интегрирован в общий мониторинг
23. Содержание мониторинга
• Кадры (возраст, формальная квалификация, аттестационные
результаты, математическая деятельность)
• Информационные и материальные условия образовательного
процесса
• Результаты образования (на различных уровнях, в т. ч.
нормированные результаты ГИА, олимпиад, научные
публикации, прикладные достижения)
• Структура образовательных и карьерных траекторий
(отсутствие разрывов и тупиков, стыковка, удовлетворение
потребности). Особое выделение траекторий педагогов.
• Мотивация. Общественное восприятие математики и
математического образования
24. Содержание мониторинга• Содержание образования (стандарты, примерные
программы, учебная и методическая литература для
различных аудиторий, курсы в интернете)
• Структура учебной деятельности обучающихся (реальная
математика, использование современных
математических инструментов)
• Вариативность (количественная и качественная картина),
в т. ч. – программы углубленного изучения, для
отстающих
• Поддержка лидеров:
– Пример: специализированные учебно-научные центры при
университетах. Институт Эйлера
25. Содержание мониторинга
– Подготовка, выпуск и выполнение документов.
Примеры:
• Включение математики в перечень направлений
модернизации и технологического развития российской
экономики и профиля учителя математики и информатики в
перечень приоритетных направлений подготовки
• Наличие и выполнение региональных программ и дорожных
карт
– Поддержка профессионального сообщества и
инициатив
26. Инструменты и достоверность
мониторинга:
Информационная среда
• Возможность дойти до каждого учащегося (соблюдая закон) и
организации и собрать статистику снизу-вверх
– Реализуется в ЕГЭ, соревнованиях
– Электронные журналы и дневники, портфолио
– мониторинг КПМО, «мониторинг качества основного общего
образования» 2013 и посл. (АНО «Эврика»
– Не требовать от учителя дополнительных усилий.
• Возможность выборочной электронной дистанционной проверки
• Нужно: полные образовательные траектории (см. выше)
27. Инструменты и достоверность
мониторинга:– Фиксация регламентов
– Росстат
• 282-ФЗ "Об официальном статистическом учете…»
– Финансовые данные по затратам и получению организациями
• Выигранные гранты, Выданные гранты
• Средние зарплаты
• ЧГП
– Внешняя оценка
• Публикационная активность
• TIMSS и PISA
– Подготовка и выпуск документов.
– Опросы общественного мнения
• Например: Институт социологии образования (В. С. Сопкин)
– Интернет-опросы профессионалов.
• Опыт разработки Концепции. Реальный краудсорсинг
28. «Белая книга» - Сайт и Ежегодник
• задачи:
– Источник, к которому можно обращаться для понимания,
прогнозирования и проектирования.
– Все уровни образования и категории образовательных организаций
– Объективное представление и анализ истории отечественного
математического образования.
– Сопоставление с зарубежными процессами. Международный контекст, в
том числе – международные сравнительные исследования.
– Место обнародования объективных данных и экспертных оценок,
результатов Мониторинга
– Место документирования процесса. (Сохранение всех предшествующих
данных, ежегодных отчетов)
• постоянно действующий инструмент консолидации и предъявления мнения
профессиональных сообществ
30. «Белая книга»
• Объективное представление и анализ истории, состояния и перспектив
отечественного математического образования.
– По тематике, реальному содержанию, основным педагогическим системам и линиям
учебной литературы, методикам, объему в часах, всей математике в учебных планах:
информатика, тригонометрия, физика и т. д.
– По технологиям: таблицы логарифмов, логарифмическая линейка, счеты, арифмометр,
калькулятор, цифровые (компьютерные) инструменты
– По массовости и вариативности (отдельная школа, или большинство школ). Гимназии и
реальные училища.
– Реакция на системные директивы: 20-е годы, ФЗУ, ПТУ, политехнизация,
фундаментализация, школы с углубленным изучением
– Материалы по анализу качества и уровня: городские и республиканские контрольные
работы, экзаменационные материалы – выпускные и вступительные