Scientific and Methodological Support for Teachers in the Context of Gamification in Mathematics Study in the Russian System of Additional Education

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Abstract

The relevance of this study is due to the practical significance of the issues of using game mechanisms in the process of teaching mathematics, the lack of research into the issues of symbiosis of game and didactic technologies in mastering complex mathematical knowledge, the need to search for effective technologies to establish how they affect the development of students and the formation of a modern style of thinking. The analysis of global trends and practices of introducing elements of gamification into the education system has shown that the mastering of complex knowledge and patterns of mathematical activity, the solution of “problem areas” of mathematics at different levels of learning and complexity is carried out by a complex of mathematical and information methods without the integration of game elements. It has been substantiated that gaming technologies in combination with the informatization of mathematical activity give a powerful motivational charge to the study of mathematics, actualize the processes of self-organization of cognitive activity, and contribute to the development of a probabilistic style of thinking. The purpose of the study is to provide a theoretical substantiation and effective methodological support for the process of professional development of mathematics teachers in the context of gamification in mathematics study with the effect of developing a probabilistic style of thinking. The authors have developed an arrangement mechanism and determined the content of scientific and methodological support for teachers working in the constituent entities of the Russian Federation to provide additional educational services in the context of gamification in education. The developed materials, in particular, include evaluative case tests for identifying competence deficiencies in teachers, which ensure the formation of a probabilistic style of thinking based on gamification processes by managing the information saturation of the motivational field of learning. In addition, the authors proposed an additional professional education program for teachers, Mathematics in Gaming Activities (Business, Didactic and Intellectual Games) , and developed new forms of certification and assessment materials (gamification-based didactic solutions and effective practices). Using the concept of ‘gamification’, it was possible to demonstrate the activation of cognitive and motivational structures, in particular, the effective development of a probabilistic style of thinking in the process of mastering complex mathematical knowledge through its adaptation to school mathematics. The results of the study allow making it possible to bring the process of teaching students and developing their personalities to a modern qualitative level using current achievements in the field of digitalized education.

About the authors

Svetlana N. Dvoryatkina

Bunin Yelets State University

Author for correspondence.
Email: sobdvor@yelets.lipetsk.ru

Doctor of Pedagogical Sciences, is Head of the Department of Mathematics and Teaching Methods

28 Kommunarov St, Yelets, 399770, Russian Federation

Sergey V. Shcherbatykh

Bunin Yelets State University

Email: shcherserg@mail.ru

Doctor of Pedagogical Sciences, Professor, is Vice Rector for Academic Affairs

28 Kommunarov St, Yelets, 399770, Russian Federation

Arseny M. Lopukhin

Bunin Yelets State University

Email: ars4044@mail.ru

undergraduate student

28 Kommunarov St, Yelets, 399770, Russian Federation

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