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MULTILEVEL SYSTEM OF FORMATION OF MATHEMATICAL COMPETENCE OF TEACHING ENGINEERING PROFILE UNDER TERMS OF CONTINUOUS EDUCATION
Corresponding Author(s) : Lubov K. Ilyashenko
Humanities & Social Sciences Reviews,
Vol. 7 No. 3 (2019): May
Abstract
Purpose of Study: The aim of this paper was designing a multi-stage model for the learning of maths of engineering college students under continuous learning.This was a content analysis study, then we first outlined the basic and key mathematical topics that engineering students should be mastering. We then identified a multi-stage model of expected learning levels for each of these topics, after that, we categorized the topics based on the levels desired and put them in the form of a pattern of continuous learning courses and finally, the time and type of evaluation were determined in each period. Accordingly, the length of each period was considered to be 3 months, and the upgrade criterion in each curse was considered as a step in 80% of the topics.
Methodology: This was a content analysis study, in which mathematical topics were first categorized in the field of engineering.
Results: In this research, a five-level model was designed in 12 courses. The criterion for determining the levels, the degree of deepening and the importance of learning, and for the determination of curses, were the key to the basic concepts and concepts that students had difficulty with. The model was designed in five levels, moving from top to bottom, math problems became more abstract and complex. Then, for each level, steps were taken to determine the expectations of the course for students.
Implications/Applications: Mathematical concepts are crucial in engineering, but students over time forget them and face a lot of problems in their work. Accordingly, it is imperative to use This model for continuous learning of these concepts for Russian engineering students.
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Bayat, M., Tawoosi, M., &Mahoozi, M. (2014). Contentual study between Amir KhosrowDehlavi'skhamse and NezamiGanjavi'sKhamse, UCT Journal of Social Sciences and Humanities Research, 2(4): 1-6.
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Dmitriyeva, E. N., &Nikiforova, E. P. (2016). Intercultural Dimension in Teaching Language Courses in Higher School. International Electronic Journal of Mathematics Education, 11(10), 3387-3396.
Gogitsaeva, O. U., &Kochisov, V. K. (2013).The role of distance education in modern conditions.The azimuth of scientific research: pedagogy and psychology, (4).
Gorard S., Fevre R. and Rees G. (1999). The apparent decline of informal learning., OxfordReview of Education, 25, 4.
Grepperud G. and Johansen O.E. (2000). A future for lifelong learning? Some comments on aNordic scenario project., in Reforms and Policy: adult education research in Nordiccountries, Tapir Academic Press.
Ibatova, A. Z., Ippolitova, N. V., Mukhametgaliyeva, S. K., Rodionova, A. E., Yagafarova, K. N., &Ikonnikova, L. N. (2016). Lifelong professional education in the Russian federation: Personal aspect. International Journal of Environmental and Science Education, 11(16), 9426-9436.
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Ilyashenko, L. K., Vaganova, O. I., Smirnova, Z. V., Sedykh, E. P., &Shagalova, O. G. (2018). Implementation of heurist training technology in the formation of future engineers. International Journal of Mechanical Engineering and Technology, 9(4), 1029-1035.
Ilyashenko, L.K. (2017) Modular training as a contemporary form of educational process' organization in studying of humanitarian disciplines in Russian universities. Man in India, Volume 97, Issue 20, Pages 37-44.
Jenaabadi, H., &Issazadegan, A. (2014). The analysis of personality features, coping strategies and stress relations in drug addicts, UCT Journal of Management and Accounting Studies, 2(1): 22-26.
Kirby, D.; Curran, V.; Hollett, A. (2009). Non-formal adult learning programs at Canadian post-secondary institutions: Trends, issues, and practices. Canadian Journal of University Continuing Education. 35 (2): 63–86.
Korostelev, A. A., &Poltoretsky, D. A. (2012).Automated information and analytical systems in analytical management activities.Theazimuthofscientificresearch: pedagogyandpsychology, (1).
McLean, S. (2007). About us: Expressing the purpose of university continuing education in Canada. Canadian Journal of University Continuing Education. 33 (2): 65–86.
Medel-A~nonuevo, C., Ohsako, T., &Mauch, W. (2001). Revisiting lifelong learning for the 21st century. Hamburg, Germany: The UNESCO Institute for Education.
Schütze, Hans G.; Slowley, Maria, eds. (2012). Global Perspectives on Higher Education and Lifelong Learners. NY, New York: Routledge. p. 75. ISBN 978-0-415-67507-9.
Selomo, M. R., and Govender, K. K. (2016). Procurement and Supply Chain Management in Government Institutions: A Case Study of Select Departments in the Limpopo Province, South Africa. Dutch Journal of Finance and Management, 1(1), 37. https://doi.org/10.20897/lectito.201637
Trámpuz, Juan Pablo, and Daniel Barredo Ibáñez. "Convergencia y mediosuniversitarios: Unaaproximación al nuevoescenarioecuatoriano." Opción 34.86 (2018): 898-923.
References
Bryce, J., &Wither, G. (2003). Engaging secondary school students in lifelong learning. Camberwell, Australia: Australian Council for Educational Research LTD.
Dmitriyeva, E. N., &Nikiforova, E. P. (2016). Intercultural Dimension in Teaching Language Courses in Higher School. International Electronic Journal of Mathematics Education, 11(10), 3387-3396.
Gogitsaeva, O. U., &Kochisov, V. K. (2013).The role of distance education in modern conditions.The azimuth of scientific research: pedagogy and psychology, (4).
Gorard S., Fevre R. and Rees G. (1999). The apparent decline of informal learning., OxfordReview of Education, 25, 4.
Grepperud G. and Johansen O.E. (2000). A future for lifelong learning? Some comments on aNordic scenario project., in Reforms and Policy: adult education research in Nordiccountries, Tapir Academic Press.
Ibatova, A. Z., Ippolitova, N. V., Mukhametgaliyeva, S. K., Rodionova, A. E., Yagafarova, K. N., &Ikonnikova, L. N. (2016). Lifelong professional education in the Russian federation: Personal aspect. International Journal of Environmental and Science Education, 11(16), 9426-9436.
Ibatova, A.Z., Vdovichenko, L.V., Mukhutdinov, R.H., Rodionova, A.E., Potanina, A.V.(2017) Updating and development of educational process methodological equipment in technical university.Man in India, Volume 97, Issue 10, 2017, Pages 227-232.
Ilyashenko, L. K., Vaganova, O. I., Smirnova, Z. V., Sedykh, E. P., &Shagalova, O. G. (2018). Implementation of heurist training technology in the formation of future engineers. International Journal of Mechanical Engineering and Technology, 9(4), 1029-1035.
Ilyashenko, L.K. (2017) Modular training as a contemporary form of educational process' organization in studying of humanitarian disciplines in Russian universities. Man in India, Volume 97, Issue 20, Pages 37-44.
Jenaabadi, H., &Issazadegan, A. (2014). The analysis of personality features, coping strategies and stress relations in drug addicts, UCT Journal of Management and Accounting Studies, 2(1): 22-26.
Kirby, D.; Curran, V.; Hollett, A. (2009). Non-formal adult learning programs at Canadian post-secondary institutions: Trends, issues, and practices. Canadian Journal of University Continuing Education. 35 (2): 63–86.
Korostelev, A. A., &Poltoretsky, D. A. (2012).Automated information and analytical systems in analytical management activities.Theazimuthofscientificresearch: pedagogyandpsychology, (1).
McLean, S. (2007). About us: Expressing the purpose of university continuing education in Canada. Canadian Journal of University Continuing Education. 33 (2): 65–86.
Medel-A~nonuevo, C., Ohsako, T., &Mauch, W. (2001). Revisiting lifelong learning for the 21st century. Hamburg, Germany: The UNESCO Institute for Education.
Schütze, Hans G.; Slowley, Maria, eds. (2012). Global Perspectives on Higher Education and Lifelong Learners. NY, New York: Routledge. p. 75. ISBN 978-0-415-67507-9.
Selomo, M. R., and Govender, K. K. (2016). Procurement and Supply Chain Management in Government Institutions: A Case Study of Select Departments in the Limpopo Province, South Africa. Dutch Journal of Finance and Management, 1(1), 37. https://doi.org/10.20897/lectito.201637
Trámpuz, Juan Pablo, and Daniel Barredo Ibáñez. "Convergencia y mediosuniversitarios: Unaaproximación al nuevoescenarioecuatoriano." Opción 34.86 (2018): 898-923.