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Journal articles on the topic 'Reform Oriented Mathematics'
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Cevikbas, Mustafa, and Gabriele Kaiser. "Flipped classroom as a reform-oriented approach to teaching mathematics." ZDM 52, no. 7 (October 7, 2020): 1291–305. http://dx.doi.org/10.1007/s11858-020-01191-5.
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Abstract Innovative methods can change the paradigm of teaching mathematics and inspire teachers to espouse new ideas and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has high potential to transform the teaching of mathematics. In the case study described in this paper, we investigated one mathematics teacher’s transformation of teaching in two mathematics classrooms through implementing interventions based on FC methods; furthermore, we identified several key points of FC design as well as challenges and opportunities afforded by teaching mathematics in FCs. The results of the study showed that the tasks posed by the teacher, the implemented discourse, teacher feedback and scaffolding, and the teaching–learning environment were changed in FCs, although the approaches used by the teacher to analyze the tasks and students’ learning were similar to those used in non-FCs, which points out the strengths of traditional teaching approaches. The study indicates that although teaching mathematics in FCs created some difficulties for teaching, well-designed FCs offered a great opportunity to promote students’ mathematical thinking and understanding. Overall, the results highlight that through FC, teachers can develop students’ mathematical potential with FCs.
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Stecher, Brian, Vi-Nhuan Le, Laura Hamilton, Gery Ryan, Abby Robyn, and J. R. Lockwood. "Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics." Educational Evaluation and Policy Analysis 28, no. 2 (June 2006): 101–30. http://dx.doi.org/10.3102/01623737028002101.
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Large-scale educational studies frequently require accurate descriptions of classroom practices to judge implementation and impact. However, it can be difficult to obtain these descriptions in a timely, efficient manner. To address this problem, the authors developed a vignette-based measure of one aspect of mathematics instructional practice, reform-oriented instruction. Teachers read contextualized descriptions of teaching practices that varied in terms of reform-oriented instruction, and rated the degree to which the options corresponded to their own likely behaviors. Responses from 80 fourth-grade teachers yielded fairly consistent responses across two parallel vignettes and moderate correlations with other scales of reform-oriented instruction derived from classroom observations, surveys, and logs. The results suggested that the vignettes measure important aspects of reform-oriented instruction that are not captured by other measurement methods. Based on this work, it appears that vignettes can be a useful tool for research on instructional practice, but cognitive interviews with participating teachers provided insight into possible improvements to the items.
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Hendrickson, Scott, Daniel Siebert, Stephanie Z. Smith, Heidi Kunzler, and Sharon Christensen. "Addressing Parents' Concerns about Mathematics Reform." Teaching Children Mathematics 11, no. 1 (August 2004): 18–23. http://dx.doi.org/10.5951/tcm.11.1.0018.
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Although NCTM's Standards documents have been around for more than a decade, teachers still frequently encounter resistance when attempting to implement reformoriented instruction and curriculum materials that are aligned with the Standards. Unfortunately, some of the strongest critics of reform are parents. Most have never experienced the type of mathematics instruction that the Standards recommend. The open-ended, conceptually oriented tasks that students bring home are different from their previous experiences and may be confusing. Parents' own anxiety toward and traditional beliefs about mathematics can further heighten their concern about the mathematics their children are now doing.
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Lewis, Gary M. "Implementing a reform-oriented pedagogy: challenges for novice secondary mathematics teachers." Mathematics Education Research Journal 26, no. 2 (January 5, 2014): 399–419. http://dx.doi.org/10.1007/s13394-013-0092-5.
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Van Zanten, Marc, and Marja Van den Heuvel-Panhuizen. "Mathematics Curriculum Reform and Its Implementation in Textbooks: Early Addition and Subtraction in Realistic Mathematics Education." Mathematics 9, no. 7 (March 31, 2021): 752. http://dx.doi.org/10.3390/math9070752.
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Since the late 1960s, a reform in mathematics education, which is currently known under the name Realistic Mathematics Education (RME), has been taking place in the Netherlands. Characteristic for this approach to mathematics education is that mathematics is not seen as ready-made knowledge but as an activity of the learner. Although much has been written about the big ideas and intentions of RME, and multiple RME-oriented textbooks have been published, up to now the development of this approach to mathematics education has not been thoroughly investigated. In the research reported in this article, we traced how RME has evolved over the years. The focus in our study was on early addition and subtraction in primary school. For this, we studied RME core curriculum documents and analyzed RME-oriented textbooks that have been published between the onset of RME and the present. We found that the big ideas and teaching principles of RME were clearly reflected in the learning facilitators for learning early addition and subtraction and were steadily present in curriculum documents over the years, although some were made concrete in further detail. Furthermore, we found all RME learning facilitators also to be present in all RME-oriented textbooks, though in some cases in other ways than originally intended. Our research shows the complexity of a curriculum reform process and its implementation in textbooks.
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Post, Gina, and Stephanie Varoz. "Supporting Teacher Learning: Lesson-Study Groups with Prospective and Practicing Teachers." Teaching Children Mathematics 14, no. 8 (April 2008): 472–78. http://dx.doi.org/10.5951/tcm.14.8.0472.
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Supporters of the current reform efforts in mathematics envision ways of teaching that engage students in meaningful tasks and create communities where students can discuss and reflect on their learning. Becoming such a teacher requires learning new pedagogical strategies, knowing how children learn, and reflecting on one's own understanding of mathematical knowledge and practice. As both prospective and practicing teachers participate in a variety of learning experiences, they revise their conceptions of mathematics instruction and develop new forms of practice. Two predominant contexts for teacher learning are preservice teacher education programs and in-service professional development opportunities. However, research demonstrates that both contexts face distinct problems for developing reform-oriented practices (Borko and Putnam 1996). Prospective teachers exposed to reform-oriented pedagogy by university faculty in teacher education programs often discover that teaching practices in student field placements remain extremely traditional and authoritarian (Borko et al. 1992). This failure to provide field experiences that model standards-based practices often encourages traditional teaching routines (Eisenhart et al. 1993; McNamara 1995).
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Hatfield, Mary M., and Gary G. Bitter. "Communicating Mathematics." Mathematics Teacher 84, no. 8 (November 1991): 615–22. http://dx.doi.org/10.5951/mt.84.8.0615.
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Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation Standards for School Mathematics (1989) advocates mathematics teaching through activities that encourage students to explore mathematics, to gather evidence and make conjectures, and to reason and communicate mathematically as they discuss and write about ideas that use the language of mathematics. This vision of the classroom specifies a mathematics curriculum in which students are “doing and investigating” mathematics rather than just “knowing” mathematics.
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Truxaw, Mary P., and Thomas C. DeFranco. "Lessons from Mr. Larson: An Inductive Model of Teaching for Orchestrating Discourse." Mathematics Teacher 101, no. 4 (November 2007): 268–72. http://dx.doi.org/10.5951/mt.101.4.0268.
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The National Council of Teachers of Mathematics (NCTM) has consistently recognized communication as essential to reform-oriented mathematics teaching (NCTM 1991, 2000). “Through communication, ideas become objects of reflection, refinement, discussion, and amendment. The communication process also helps build meaning and permanence for ideas and makes them public” (NCTM 2000, p. 60). However, talking does not ensure that thinking and understanding follow. The quality and type of discourse affect its potential for promoting mathematical understanding (Kazemi and Stipek 2001).
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Ebby, Caroline Brayer, Maria Palaitis Ottinger, and Penny Silver. "Supporting Teacher Learning: Improving Mathematics Instruction through Classroom-Based Inquiry." Teaching Children Mathematics 14, no. 3 (October 2007): 182–86. http://dx.doi.org/10.5951/tcm.14.3.0182.
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Research has shown that learning to teach mathematics for understanding is not simply a matter of learning new pedagogical techniques but rather requires substantial changes in a teacher's knowledge, beliefs, and practice (Putnam and Borko 2000). Preparing teachers to implement reform-oriented curricula requires positioning them as learners and inquirers of mathematical content, student learning, and instructional practice. Ball (1996) asserts that teacher professional development must embrace the uncertainty of practice and reflect a “stance of critique and inquiry—a stance of asking and debating, a discourse of conjecture and deliberation” (p. 506).
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Parrish, Christopher W., Ruby L. Ellis, and W. Gary Martin. "Improving Mathematics Discourse through Action Research." Mathematics Teacher 112, no. 4 (January 2019): 302–6. http://dx.doi.org/10.5951/mathteacher.112.4.0302.
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NCTM identified eight Mathematics Teaching Practices within its reform-oriented text, Principles to Actions: Ensuring Mathematical Success for All (2014). These practices include research-informed, high-leverage processes that support the in-depth learning of mathematics by all students. Discourse within the mathematics classroom is a central element in these practices. The goal of implementing the practice facilitate meaningful discourse is to give students the opportunity to “share ideas and clarify understandings, construct convincing arguments regarding why and how things work, develop a language for expressing mathematical ideas, and learn to see things from other perspectives” (NCTM 2014, p. 29). To further support implementing meaningful discourse, mathematics educators must become adept at posing questions that require student explanation and reflection, hence, pose purposeful questions, which is another of the eight practices. Posing purposeful questions allows “teachers to discern what students know and adapt lessons to meet varied levels of understanding, help students make important mathematical connections, and support students in posing their own questions” (NCTM 2014, pp. 35-36).
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Boston, Melissa, Jonathan Bostic, Kristin Lesseig, and Milan Sherman. "A Comparison of Mathematics Classroom Observation Protocols." Mathematics Teacher Educator 3, no. 2 (March 2015): 154–75. http://dx.doi.org/10.5951/mathteaceduc.3.2.0154.
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In this article, we provide information to assist mathematics teacher educators in selecting classroom observation tools. We review three classroom observation tools: (1) the Reform-Oriented Teaching Observation Protocol (RTOP); (2) the Instructional Quality Assessment (IQA) in Mathematics; and (3) the Mathematical Quality of Instruction (MQI). We begin by describing each tool and providing examples of research studies or program evaluations using each tool. We then look across tools to identify each tool's specific focus, and we discuss how the features of each tool (and the protocol for its use) might serve as affordances or constraints in relation to the goals, purposes, and resources of a specific investigation. We close the article with suggestions for how each tool might be used by mathematics teacher educators to support teachers' learning and instructional change.
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Liu, Jia, and Yan Ping Xin. "The Effect of Eliciting Repair of Mathematics Explanations of Students With Learning Disabilities." Learning Disability Quarterly 40, no. 3 (July 12, 2016): 132–45. http://dx.doi.org/10.1177/0731948716657496.
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Mathematical reasoning is important in conceptual understanding and problem solving. In current reform-based, discourse-oriented mathematics classrooms, students with learning disabilities (LD) encounter challenges articulating or explaining their reasoning processes. Enlightened by the concept of conversational repair borrowed from the field of linguistics, this study designed an intervention program to facilitate mathematical reasoning of students with LD. Conversational repair, an ability to repair communicative breakdowns or inaccuracies, was designed in an implicit–explicit continuum to elicit self-explanation from students with LD in the context of mathematics word problem solving. Using a multiple-baseline across participants design, the study found that the intervention was effective for improving students’ mathematical reasoning and problem-solving ability measured by their self-explanation and word problem–solving performance. It provided implications for future studies concerning the use of conversational repair in mathematics classroom discourse for individuals with LD.
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Kisker, Ellen Eliason, Jerry Lipka, Barbara L. Adams, Anthony Rickard, Dora Andrew-Ihrke, Eva Evelyn Yanez, and Ann Millard. "The Potential of a Culturally Based Supplemental Mathematics Curriculum to Improve the Mathematics Performance of Alaska Native and Other Students." Journal for Research in Mathematics Education 43, no. 1 (January 2012): 75–113. http://dx.doi.org/10.5951/jresematheduc.43.1.0075.
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A randomized controlled trial conducted in Alaska examined the efficacy of 2 second-grade modules of the reform-oriented and culturally based Math in a Cultural Context (MCC) teacher training and curriculum. The results show that the Picking Berries (representing and measuring) and Going to Egg Island (grouping and place value) modules significantly improved students' mathematics performance. The analysis also revealed that the impacts were broad based and significant for most of the subgroups of schools and students examined.
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Jong, Cindy. "Linking reform-oriented experiences to teacher identity: The case of an elementary mathematics teacher." Journal of Educational Research 109, no. 3 (April 11, 2016): 296–310. http://dx.doi.org/10.1080/00220671.2014.947398.
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王, 颖. "Research on Classroom Teaching Reform of Higher Mathematics in Training of Application-Oriented Talents." Advances in Education 09, no. 02 (2019): 82–85. http://dx.doi.org/10.12677/ae.2019.92018.
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Lubienski, Sarah Theule. "Examining instruction, achievement, and equity with NAEP mathematics data." education policy analysis archives 14 (June 1, 2006): 14. http://dx.doi.org/10.14507/epaa.v14n14.2006.
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The purpose of this article is two-fold. First, it reports on a study of the distribution of reform-oriented instructional practices among Black, White and Hispanic students, and the relationship between those practices and student achievement. The study identified many similarities in instruction across student groups, but there were some differences, such as Black and Hispanic students being assessed with multiple-choice tests significantly more often than were White students. Using hierarchical linear modeling, this study identified several significant positive—and no negative—relationships between reform-oriented practices and 4th-grade student achievement. Specifically, teacher emphasis on non-number mathematics strands, collaborative problem solving, and teacher knowledge of the NCTM Standards were positive predictors of achievement. An analysis of interaction effects indicated that the relationships between various instructional practices and achievement were roughly similar for White, Black and Hispanic students. The second purpose of this article is to make comparisons with another study that used the same NAEP data, but drew very different conclusions about the potential for particular instructional practices to alleviate inequities. A study published in EPAA by Wenglinsky (2004) concluded that school personnel can eliminate race-related gaps within their schools by changing their instructional practices. Similarities and differences between these two studies are discussed to illuminate how a researcher's framing, methods, and interpretations can heavily influence a study's conclusions. Ultimately, this article argues that the primary conclusion of Wenglinsky's study is unwarranted. Keywords: equity, hierarchical linear modeling; mathematics achievement; mathematics instruction; NAEP.
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Weifang Li, and Guangfeng Chen. "Quality Education Reform Oriented College English Classroom Teaching Quantitative Evaluation Approach." INTERNATIONAL JOURNAL ON Advances in Information Sciences and Service Sciences 5, no. 8 (April 30, 2013): 915–22. http://dx.doi.org/10.4156/aiss.vol5.issue8.108.
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Hansen-Thomas, Holly. "Reform-Oriented Mathematics in Three 6th Grade Classes: How Teachers Draw in ELLs to Academic Discourse." Journal of Language, Identity & Education 8, no. 2-3 (April 30, 2009): 88–106. http://dx.doi.org/10.1080/15348450902848411.
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Potari, Despina, Giorgos Psycharis, Charalampos Sakonidis, and Theodossios Zachariades. "Collaborative design of a reform-oriented mathematics curriculum: contradictions and boundaries across teaching, research, and policy." Educational Studies in Mathematics 102, no. 3 (August 23, 2018): 417–34. http://dx.doi.org/10.1007/s10649-018-9834-3.
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Middleton, James A., Aisling Leavy, and Lars Leader. "A Path Analysis of the Relationship among Critical Motivational Variables and Achievement in Reform-Oriented Mathematics Curriculum." RMLE Online 36, no. 8 (January 2013): 1–10. http://dx.doi.org/10.1080/19404476.2013.11462101.
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Huang, Rongjin, and Xue Han. "Developing mathematics teachers’ competence through parallel lesson study." International Journal for Lesson and Learning Studies 4, no. 2 (April 13, 2015): 100–117. http://dx.doi.org/10.1108/ijlls-10-2014-0037.
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Purpose – The purpose of this paper is to examine practicing mathematics teachers’ learning through parallel lesson study in China. Lesson study in China has been practiced for decades. Parallel lesson is an enriched mode of lesson study to address the implementation of new curriculum. Design/methodology/approach – The expansive learning perspective has been used to explore the ways practicing teachers learned to improve teaching through the transformation of learning objects and boundary crossing. Findings – Two cases are illustrated and compared to highlight features of teachers’ learning through parallel lesson study. The practicing teachers developed their competence in transforming instructional objectives and task selection and implementation. In addition, they also developed professional vision in alignment with the reform-oriented curriculum. Originality/value – This study makes significant contribution to understanding teachers’ learning through lesson study in China. Meanwhile, it also demonstrates how the theory of expansive learning could be used as a conceptual framework to examine teachers’ learning through lesson study.
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Lloyd, Gwendolyn M., and Melvin Wilson. "Supporting Innovation: The Impact of a Teacher's Conceptions of Functions on His Implementation of a Reform Curriculum." Journal for Research in Mathematics Education 29, no. 3 (May 1998): 248–74. http://dx.doi.org/10.5951/jresematheduc.29.3.0248.
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In this study we investigate the content conceptions of an experienced high school mathematics teacher and link those conceptions to their role in the teacher's first implementation of reform-oriented curricular materials during a 6-week unit on functions. The teacher communicated deep and integrated conceptions of functions, dominated by graphical representations and covariation notions. These themes played crucial roles in the teacher's practice when he emphasized the use of multiple representations to understand dependence patterns in data. The teacher's well-articulated ideas about features of a variety of relationships in different representations supported meaningful discussions with students during the implementation of an unfamiliar classroom approach to functions.
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Le, Vi-Nhuan, J. R. Lockwood, Brian M. Stecher, Laura S. Hamilton, and Jose Felipe Martinez. "A Longitudinal Investigation of the Relationship between Teachers’ Self-Reports of Reform-Oriented Instruction and Mathematics and Science Achievement." Educational Evaluation and Policy Analysis 31, no. 3 (September 2009): 200–220. http://dx.doi.org/10.3102/0162373709336238.
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何, 家洪. "Research and Practice on the Teaching Reform of Advanced Mathematics Course for Economics and Management in Application-Oriented Universities." Advances in Social Sciences 09, no. 10 (2020): 1559–62. http://dx.doi.org/10.12677/ass.2020.910217.
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Pauli, Christine, Kurt Reusser, and Urs Grob. "Teaching for understanding and/or self-regulated learning? A video-based analysis of reform-oriented mathematics instruction in Switzerland." International Journal of Educational Research 46, no. 5 (January 2007): 294–305. http://dx.doi.org/10.1016/j.ijer.2007.10.004.
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Khuda, Zh, and E. Tonkonoh. "METHODOLOGICAL PROBLEMS OF TEACHING HIGHER AND APPLIED MATHEMATICS OF STUDENTS OF ELECTROMECHANICAL DIRECTION." Collection of scholarly papers of Dniprovsk State Technical University (Technical Sciences) 1, no. 38 (September 8, 2021): 172–80. http://dx.doi.org/10.31319/2519-2884.38.2021.21.
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The article considers the main problems characteristic of mathematical education in higher technical institutions. The purposes and tasks of training of higher and applied mathematics of students of technical specialties, and also separate features of training of students of an electromechanical direction to mathematical disciplines are covered.
Achieving the current goal of modernization of mathematics education in technical universities is associated with the solution of a number of pedagogical issues. The problem is the systematic and comprehensive reform of mathematics education in accordance with current trends in both production and education. The content of mathematical education needs to be changed, in particular: curricula and study programs, the level of educational material, methods, teaching technologies, procedures for diagnosing the quality of teaching. Curricula of specialties should contain mathematical disciplines, which include special mathematical sections that allow to provide quality training of professionally oriented disciplines and allow to form mathematical competence as part of the professional competence of the future professional. The solution of the problem of formation of mathematical competence as a part of professional competence of graduates of technical universities becomes actual. This necessitates the strengthening of the professional orientation of the content of teaching mathematics, the intensification of the activity approach in learning technologies, the importance of the formation of appropriate value orientations of students. Actualization of students' activities strengthens the role of such educational technologies as multilevel learning, independent work of students, computer technology, project activities. Thus, additional mechanisms are created for the systematic acquisition of knowledge and skills by students, for the systematic control of the formation of mathematical competencies, for a differentiated approach to learning.
To improve the quality of mathematical education of students of technical universities it is necessary to pay attention to the construction of mathematical models of real production problems and methods of their solution. The use of mathematical modeling methods leads to the need for a deeper study of the relevant sections of mathematics. This approach changes the structure of training, gives the opportunity to use more independently the independent work of students. At the same time, students' knowledge will be deeper and stronger.
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Yang, Xinrong, Johannes König, and Gabriele Kaiser. "Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences." ZDM – Mathematics Education 53, no. 1 (January 20, 2021): 29–42. http://dx.doi.org/10.1007/s11858-020-01217-y.
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AbstractThe last decade has witnessed increasing interest in the study of teacher noticing in mathematics education research; however, little is known about the growth of teacher noticing and how it is influenced by teaching practice. Departing from the expert-novice-paradigm, in this paper we address this research gap by a cross-sectional study that investigates how Chinese mathematics teachers’ noticing is affected by their developmental stage, measured by the length of their teaching experience. The study included 152 pre-service teachers at the end of their initial teacher education, 162 early career teachers with one to five years’ teaching experience, and 123 experienced mathematics teachers with more than 15 years’ teaching experience, who participated in a video-based assessment of their noticing competency conceptualized by the sub-facets of perception, interpretation, and decision-making. Our findings indicate a nearly linear growth in teacher noticing among Chinese mathematics teachers, with significant differences identified between pre-service and experienced teachers and only small differences between pre-service and early career teachers. Analyses using the method of Differential Item Functioning (DIF) further suggest that pre-service and early career teachers demonstrated strengths in aspects more related to reform-oriented or Westernized approaches to mathematics teaching, such as working with open-ended tasks, identifying characteristics of cooperative learning, and mathematical modeling tasks. By contrast, experienced teachers demonstrated strengths in perceiving students’ thinking, evaluating teachers’ behavior, and analyzing students’ mathematical thinking. Our findings further highlight that the three sub-facets of teacher noticing develop differently within the three participating groups of teachers. These findings suggest that teaching experience acts as one influential factor in the development of teacher noticing in the Chinese context.
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Sun, Xiaowei, and Yi Zhu. "DRG-Oriented Mathematical Calculation Model and Method of Integrated Medical Service Cost." Computational and Mathematical Methods in Medicine 2020 (November 1, 2020): 1–9. http://dx.doi.org/10.1155/2020/3189676.
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In the context of the new round of medical and health reform, in order to alleviate the problem of “difficult to see a doctor and expensive to see a doctor,” the state focuses on reducing the cost of medical services, so it puts forward the calculation and method research of medical costs. The purpose of this study is to calculate and predict the cost of medical services in a DRG-oriented integrated environment. In this study, activity-based costing and weighted moving average methods are used. First, basic data of medical services are collected, then all medical activities are confirmed and all service costs are collected, then a cost database is established, and a calculation model of medical costs is designed. Finally, calculation suggestions and optimization methods are put forward by analyzing the calculated data. The experimental results show that the actual demand of drugs predicted by the general moving average method is relatively insufficient, with the maximum error of 41%, the minimum of 5%, and the average error of 19.8%; the maximum error of drug demand predicted by the weighted moving average method is 24%, the minimum is 2%, and the average is 15.4%. It can be concluded that the prediction effect of the weighted moving average method is better than that of the ordinary moving average method, which plays a good and effective role in the prediction of medical cost. The activity-based costing method is more detailed and organized for the cost calculation and classification of medical services. It provides a certain value for the effective management and control of medical service cost.
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France, Ilze, Dace Namsone, and Liga Cakane. "What Research Shows about Mathematics Teachers' Learning Needs: Experience from Latvia." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 45. http://dx.doi.org/10.17770/sie2015vol2.457.
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<p><em>The implementation of new skills (competencies) according to education regulation documents in 2006 – 2008 demanded a change in the Mathematics and Science teaching practice in Latvia. Work on the new education reform started this year (2015). The aim of the research is to look for the answers to the following questions – do the changes in learning approach occur and are teachers’ skills sufficient for organizing a different teaching process? What are the learning needs expressed by teachers and concluded by experts? The range of cognitive activity, collaboration and focusing on students’ learning are the criteria set for lesson observations. The research shows a tendency that changes envisioned in education policy resolutions fail to be reflected in school practice. In many cases, the demonstrated teachers’ instructional skills were insufficient. The research shows the clear need to improve the instructional skills - to develop higher order cognitive skills (HOCS) oriented learning activities, to organize students’ collaboration etc. </em><em>The research proves the existence of the need to improve teachers’ reflection skills and points to the deep contradiction between teachers’ performance in the classroom and their own understanding about it. </em><em> </em></p><p> </p>
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Smith, Thomas M., Laura M. Desimone, and Koji Ueno. "“Highly Qualified” to Do What? The Relationship Between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics." Educational Evaluation and Policy Analysis 27, no. 1 (January 2005): 75–109. http://dx.doi.org/10.3102/01623737027001075.
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Artemchuk, Marharyta. "THE PROBLEM OF PERSONAL ORIENTED TRAINING OF FUTURE TEACHER OF MATH FOR SELF-EDUCATION ACTIVITIES ІN HISTORICAL DEVELOPMENT OF PEDAGOGY." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 91–98. http://dx.doi.org/10.33989/2226-4051.2016.14.171591.
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The article deals with the problem of personality-oriented training in the context of social and educational problems. The urgency of the organization of self- activity of the future teachers of mathematics is proved.The relevance of self education of future teachers of mathematics is enhanced due to the existence of contradictions between: social demand for higher teachers of mathematics, successful in professional and cultural development, keen in the theory and methodology of professional education “white spots” in terms of personal support of educational process in universities;awareness of the need to improve the quality of the educational process through the use of its ways and means of self education of future teachers of mathematics and lack of pedagogical theory relevant regulations;Interests of students for self-technology professional development and the lack of individually oriented methodological component.Personality-oriented training of future teachers for math self-education as a social and pedagogical problem is very relevant due to the present conditions of entry of Universities of Ukraine into the European educational space, taking into consideration both scientific and practical terms. The scientific aspect of relevance is directly linked with the development of the theory and methods of professional education, which is informal by its nature; it is directly related to updating the objectives and content of professional training of future teachers, based on its personal and humanizing orientation. The practical aspect relates to the problem tasks in the context of the transfer of educational policy into professional development track of an individual student.The results of our problem’s review in theoretical terms is fundamental and multifaceted. It explains the fundamental ties to comprehensive personal developmental paradigm reform of professional training of future teachers, it needs to update to the new legal foundation - the law of Ukraine on higher education. The major problem is to determine the mechanism of self-education of Mai RF mate; laws and principles of its implementation; development of classifications and methods; stimulating activity of students in learning math education, self education values means; justification of a model of self-education of future teachers, which reflects the leading cognitive links between it and their postgraduate training, update the conditions of efficiency of self-education activities.
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Contreras Jordán, Onofre Ricardo, Irene González-Martí, and Pedro Gil-Madrona. "La dificultad de la implementación de una enseñanza por competencias en España." education policy analysis archives 27 (October 9, 2019): 122. http://dx.doi.org/10.14507/epaa.27.4053.
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This article addresses one of the key aspects of the latest educational reform carried out in Spain: teaching oriented to the development of competencies. The objective of this study is to know the difficulties of Spanish teachers to adapt to the competency model. To do this, a qualitative research methodology was used through interviews and a discussion group with 32 participants (principals, education inspectors, teachers, teachers and educational administration officials) belonging to primary and secondary education, responsible for the compulsory education stage for the subjects of mathematics, natural sciences and physical education. The results confirm that work by competencies is not carried out. The competency approach is left only in bureaucratic tasks. There is no unanimity of criteria for how to apply the teaching model by competencies, although all agree that it is important for the teaching-learning process.
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Mattheis, Allison, and Murray Jensen. "Fostering improved anatomy and physiology instructor pedagogy." Advances in Physiology Education 38, no. 4 (December 2014): 321–29. http://dx.doi.org/10.1152/advan.00061.2014.
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Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire ( 23 ) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology.
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Liu, Chao. "Organization Evolution of Fuzzy System Based on Financial Risk Degree of Commercial Banks." Mathematical Problems in Engineering 2021 (February 6, 2021): 1–8. http://dx.doi.org/10.1155/2021/6698299.
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After the market-oriented reform of China’s financial industry, there have been some problems in financial risk assessment. In recent years, commercial bank finance has made rapid development, but on the whole, the financial risk assessment of commercial banks is still the weakest link in the Chinese financial system. This experiment selects data from state-owned commercial banks and foreign-funded commercial banks. Through the analysis and deconstruction of the macroenvironment, participants, and business models, this paper systematically combines the factors influencing the financial risk of commercial banks, which can identify the main sources of financial risk in this complex way of financing and clarify the effects of the transfer of financial risk between different participants. Based on this, the paper studies the differences between the assets and liabilities between banks on the risk-taking of banks and the reform of the organizational evolution of fuzzy system. According to the application scenarios and actual needs of commercial banks’ financial risks, the entropy weight analysis method is used to reflect the weight of indicators by the difference degree of observed index values. The information quantity of indicators is measured to ensure that the established indicators can reflect most of the initial information. The experimental results show that, compared with state-owned banks, the proportion of foreign banks’ assets in 2018 is very small. The highest value of public debt assets is 9.2 billion yuan, followed by financial institutions with 2.58 billion yuan, and deposit institutions with 280 million yuan. The central bank has no debt amount.
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Wang, Liwen, and Soo-Jin Chung. "Sustainable Development of College and University Education by use of Data Mining Methods." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (March 16, 2021): 102. http://dx.doi.org/10.3991/ijet.v16i05.20303.
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To improve the education efficiency of the students, the student-centered education plan is explored. First, the Apriori algorithm of association rules is used to mine the potential related patterns in the score data of college students and establish a reasonable teaching method. Second, aided by the decision tree model, the factors affecting students' academic performance are studied, and the potential relationship between different courses is studied. Finally, the Apriori algorithm of association rules combined with decision tree model is used to generate the early warning mechanism of students' achievement, and the course performance of college students is empirically analyzed. The results show that: C language has two sides of dependence on many subjects; higher mathematics → linear algebra → mathematical statistics → computer composition principle → computer network. The teaching scheme of C language → C + + → Java more conforms to the learning mechanism of college students. Through empirical analysis, the early warning mechanism of association rule Apriori algorithm and decision tree model can effectively analyze student's course and give student's achievement. It is found that the method proposed can provide theoretical basis for students, teachers, and university administrators to carry out education reform and education management decision-making, improve students' performance and education quality, and realize the "student-oriented" education concept, so it can be applied to the actual education management.
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Goto, Mika, and Toshifumi Takahashi. "Operational and Environmental Efficiencies of Japanese Electric Power Companies from 2003 to 2015: Influence of Market Reform and Fukushima Nuclear Power Accident." Mathematical Problems in Engineering 2017 (2017): 1–15. http://dx.doi.org/10.1155/2017/4936595.
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This study measures operational and environmental efficiencies of nine incumbent electric power companies (EPCos) in Japan and examines an influence of market reform and Fukushima nuclear power plant accident on efficiencies using a data set from 2003 to 2015. This study applies output-oriented radial data envelopment analysis (DEA) model to the measurement of efficiencies. Three inputs and three desirable outputs are used for the measurement of operational efficiency, and one undesirable output besides inputs and desirable outputs is used to measure environmental efficiency. EPCos produce not only desirable output, for example, electricity, but also undesirable output, for example, CO2, for their operations. For the measurement of environmental efficiency, this study uses a unique DEA model that assumes occurrence of ecotechnology innovation. The results reveal that environmental efficiency of EPCos is mostly invariant over the period of this study, while operational efficiency decreases in the same period. In addition, the results present that Japanese EPCos make efforts to reduce CO2 emissions by promoting ecotechnology innovation. The Kruskal–Wallis rank sum test indicates differences in operational and environmental efficiencies among EPCos. Such performance differences might become larger as market liberalization advances, which could lead to further structural changes of the industry.
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Redish, Edward F., and Todd J. Cooke. "Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity." CBE—Life Sciences Education 12, no. 2 (June 2013): 175–86. http://dx.doi.org/10.1187/cbe.12-09-0147.
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A common feature of the recent calls for reform of the undergraduate biology curriculum has been for better coordination between biology and the courses from the allied disciplines of mathematics, chemistry, and physics. Physics has lagged behind math and chemistry in creating new, biologically oriented curricula, although much activity is now taking place, and significant progress is being made. In this essay, we consider a case study: a multiyear conversation between a physicist interested in adapting his physics course for biologists (E.F.R.) and a biologist interested in including more physics in his biology course (T.J.C.). These extended discussions have led us both to a deeper understanding of each other's discipline and to significant changes in the way we each think about and present our classes. We discuss two examples in detail: the creation of a physics problem on fluid flow for a biology class and the creation of a biologically authentic physics problem on scaling and dimensional analysis. In each case, we see differences in how the two disciplines frame and see value in the tasks. We conclude with some generalizations about how biology and physics look at the world differently that help us navigate the minefield of counterproductive stereotypical responses.
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Buatoom, Uraiwan, Waree Kongprawechnon, and Thanaruk Theeramunkong. "Document Clustering Using K-Means with Term Weighting as Similarity-Based Constraints." Symmetry 12, no. 6 (June 6, 2020): 967. http://dx.doi.org/10.3390/sym12060967.
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In similarity-based constrained clustering, there have been various approaches on how to define the similarity between documents to guide the grouping of similar documents together. This paper presents an approach to use term-distribution statistics extracted from a small number of cue instances with their known classes, for term weightings as indirect distance constraint. As for distribution-based term weighting, three types of term-oriented standard deviations are exploited: distribution of a term in a collection (SD), average distribution of a term in a class (ACSD), and average distribution of a term among classes (CSD). These term weightings are explored with the consideration of symmetry concepts by varying the magnitude to positive and negative for promoting and demoting effects of three standard deviations. In k-means, followed the symmetry concept, both seeded and unseeded centroid initializations are investigated and compared to the centroid-based classification. Our experiment is conducted using five English text collections and one Thai text collection, i.e., Amazon, DI, WebKB1, WebKB2, and 20Newsgroup, as well as TR, a collection of Thai reform-related opinions. Compared to the conventional TFIDF, the distribution-based term weighting improves the centroid-based method, seeded k-means, and k-means with the error reduction rate of 22.45%, 31.13%, and 58.96%.
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Li, Zuxin, Jianye Liu, Dongkun Luo, Xiuling Yin, and Dufen Sun. "Research on the Definition of Economic Limits for the Development of Unconventional Natural Gas under New Situations." Mathematical Problems in Engineering 2020 (April 29, 2020): 1–13. http://dx.doi.org/10.1155/2020/1927921.
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The development of unconventional natural gas in China is facing three new situations: market-oriented pricing reform, intensified competition in state subsidies, and reduced production capacity growth, which may cause the development of unconventional natural gas to be on the edge of economic feasibility. Therefore, the definition of economic limit is even more important. In this paper, through analysis on the historical prices, outputs, and subsidy policies of three unconventional natural gases, methods to estimate future prices, subsidies, and outputs of unconventional natural gas are designed in this paper based on the mean reversion model and the generalized Weng model, respectively; fuzzy data are processed by using probability density function combined with a discounted cashflow method to improve the utilization of original data; the economic limit model for well depth, well spacing, and gas recovery rate is designed through break-even analysis with the subsection function of drilling cost to well depth, the modified Cher Card Geoff empirical formula of recovery ratio to well spacing, as well as the fitting formula of gas recovery rate and stable production time. This model is applied in the case of Deep CBM Block Ji 4&10. According to the estimation and case calculation, in future China, the subsidies for unconventional natural gas will gradually decrease and the gas output will significantly increase, with shale gas taking the leading position and CBM gradually declining; the economic limits of well depth, well spacing, and gas recovery rate of Ji 4&10 are 2,203.2 m, 300 m × 300 m and 469 m × 469 m, and 2.1% and 4.3%, respectively, under the economic infeasibility probability of 90%, and the overall economic infeasibility probability is 58%, indicating that the development of this block is subject to great risks and careful consideration needs to be given.
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Daugulis, Pēteris, Elfrīda Krastiņa, Anita Sondore, and Vija Vagale. "VARIETY OF ARRANGEMENTS OF NUMERICAL DATA FOR A DEEPER UNDERSTANDING OF MATHEMATICS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 107. http://dx.doi.org/10.17770/sie2020vol1.5081.
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Effective arranging of numerical data and design of associated computational algorithms are important for any area of mathematics for teaching, learning and research purposes. Usage of various algorithms for the same area makes mathematics teaching goal-oriented and diverse. Matrices and linear-algebraic ideas can be used to make algorithms visual, two dimensional (2D) and easy to use. It may contribute to the planned educational reforms by teaching school and university students deeper mathematical thinking. In this article we give novel data arranging techniques (2D and 3D) for matrix multiplication. Our 2D method differs from the standard, formal approach by using block matrices. We find this method a helpful alternative for introducing matrix multiplication. We also give a new innovative 3D visualisation technique for matrix multiplication. In this method, matrices are positioned on the faces of a rectangular cuboid. Computerized implementations of this method may be considered as student project proposals.
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Martin, Danny Bernard. "In My Opinion: Does Race Matter?" Teaching Children Mathematics 16, no. 3 (October 2009): 134–39. http://dx.doi.org/10.5951/tcm.16.3.0134.
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To the detriment of young African American learners, racial achievement gap rhetoric impacts social constructs in American classrooms. In my opinion, recent mathematics education reforms, despite equity-oriented rhetoric expressing concern for all children (NCTM 1989, 2000; RAND Mathematics Study Panel 2003), have instead helped foster an environment where African American children continue to be viewed as intellectually inferior and mathematically illiterate, usually in relation to children who are identified as white or Asian.
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Šapkova, Aļesja. "THE RELATIONSHIPS BETWEEN THE TRADITIONAL BELIEFS AND PRACTICE OF MATHEMATICS TEACHERS AND THEIR STUDENTS’ ACHIEVEMENTS IN DOING MATHEMATICS TASKS." Problems of Education in the 21st Century 58, no. 1 (March 25, 2014): 127–43. http://dx.doi.org/10.33225/pec/14.58.127.
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The importance of teachers’ beliefs for students’ learning is highlighted from different sources showing that teachers’ beliefs affect their teaching approach that, in turn, affects students’ achievement. The studies of mathematics teachers’ beliefs in Latvia brought out a contradiction between teachers’ constructivist beliefs on teaching and learning and their traditional routine work while revealing match between some traditional beliefs on teaching and learning and traditionally-oriented instructional practice. The aim of the present study is to explore the possible relationships between the traditional beliefs and practice of mathematics teachers and their students’ achievement in mathematics. For this purpose the Latvian data from two international research projects was analyzed: Singapore National Education Institute project “Non-cognitive skills and Singapore learners – international comparison” and project “Nordic-Baltic comparative research in mathematics education” (NorBa). The sample included 190 mathematics teachers and their 2828 students from grade 9 representing different regions of Latvia, schools with different programs of education, rural areas and cities. The results suggest that the traditional beliefs of teachers are connected with lower students’ achievement in mathematics test, while teachers’ traditionally oriented self-reported practice is positively related to the achievement of their students. The research will discuss the reasons for the outcomes of this study that may refer to a certain extent to other European countries in the sphere of mathematics education that are currently trying to introduce reforms in their systems of education, as well as countries where students demonstrated lower achievements than OECD average in the mathematics test of PISA 2009. Key words: reported practice, students’ achievement, teachers’ espoused beliefs, teaching of mathematics.
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Vomvoridi-Ivanovic, Eugenia, and Jennifer K. Ward. "Academic Motherhood in Mathematics Education during COVID-19: Breaking the Silence and Shifting the Discourse." Journal of Research in Mathematics Education 10, no. 1 (February 24, 2021): 41. http://dx.doi.org/10.17583/redimat.2021.6436.
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Despite decades of social change and institutional reform, the academic gender gap continues to exist in many countries around the world and disproportionately affects women with children. Early indicators suggest that COVID-19 will widen this gap and exacerbate issues academic mothers face. In this essay we seek to raise awareness to the challenges and tensions academic mothers in mathematics education face both outside of and during a pandemic. We use existing literature on academic motherhood to make sense of our lived experiences, working to reframe pieces that are so often viewed as deficits to assets for our work in mathematics education. We hope that this will bring visibility to the invisible ways our identities as mothers inform our work as mathematics teacher educators and researchers. We conclude this essay with a call for the university-based mathematics education community to break the silence around the inequities associated with academic motherhood in our field and to shift the discourse from deficits of academic mothers to asset orientated views.
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Simon, Gyorgy. "Factors and problems of economic growth in Hungary, Russia and Serbia." Medjunarodni problemi 62, no. 2 (2010): 195–238. http://dx.doi.org/10.2298/medjp1002195s.
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The paper presents an analysis of the main characteristics of growth mechanism in three transitional economies - Hungary, Russia and Serbia. The author searches for an answer to the question what fundamental factors, internal and international, determined the long-term growth of the national economies in these countries from the early 1960s to the present global crisis. Wherever it was possible, he made comparisons between the pretransition and transition periods. Applying the models of mathematical economics, the author carried out an econometric investigation to prove his hypothesis on the system effect of market reforms. He pointed out that market reforms, which were implemented consequently and combined with a growth-oriented economic policy, could substantially contribute to the attainment of better performance.
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Marjanović, Ivana, Jelena J. Stanković, and Žarko Popović. "Efficiency Estimation of Commercial Banks Based on Financial Performance: Input Oriented DEA CRS/VRS Models." Economic Themes 56, no. 2 (June 1, 2018): 239–52. http://dx.doi.org/10.2478/ethemes-2018-0014.
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Abstract Measurement and evaluation of the bank’s operations efficiency requires analytical techniques that provide data beyond those available from the standard analysis of financial statements. The Data Envelopment Analysis (DEA) is a mathematical programming technique that offers valuable insights in finding inefficient banks taking into account the scope of the services and resources used to provide these banking services. The results of the DEA analysis can provide significant information to the bank’s management that can supplement the information obtained using traditional techniques for assessing efficiency. The assessment of banks’ efficiency in the Republic of Serbia is of particular importance due to intense competition and implemented banking reforms. Therefore, in this paper DEA analysis will be applied for the examination and assessment of the efficiency of the operations of Serbian banks during the period 2014-2016. The analysis will show which of the banks operates efficiently, where the efficiency of the banks is not at a satisfactory level, as well as the potential reasons for inefficiency.
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Gatti, Bernardete Angelina. "Aspectos metodológicos da pesquisa em Educação Matemática: rumos e perspectivasMethodological aspects of research in Mathematics Education: directions and perspectives." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 3 (January 9, 2021): 65–83. http://dx.doi.org/10.23925/1983-3156.2020v22i3p065-083.
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ResumoNeste artigo são apresentadas algumas das concepções que se observam, explicitamente ou subjacentemente, no relato de pesquisas na área da educação matemática, as quais orientam seu desenvolvimento, fins e resultados. As concepções destacadas se entrelaçam com várias formas e caminhos possíveis para levantar dados e analisar o que é obtido em investigações no que se refere às situações de ensino e de aprendizagem escolar, ou, a processos formativos de diferentes naturezas e níveis. Não há hierarquização entre elas, não são necessariamente mutuamente excludentes, e, cada uma traz contribuições a serem consideradas nos limites de suas perspectivas.Palavras-chave: Educação matemática, Metodologias de pesquisa, Concepções de pesquisa, Formação do pesquisador. AbstractIn this article, is exposed an analytic view of conceptions that we can observe in reports of research in the field of mathematical education. They guide the purpose, proceedings and results of the investigation and they interweave the ways and research means of obtaining data. This analysis is done by observing reports of empirical research on school learning or about process of teachers’ education. There are no hierarchy between then and they are not mutually exclusive. Each one brings their contribution that can be considered in their perspectives and limits.Keywords: Mathematic education, Research methodologies, Research conceptions, Researchers’ education. ResumenEn este artículo se analizan concepciones observables, directamente o no, en relatos de investigaciones científicas en el campo de la educación matemática. Esas concepciones orientan los procedimientos investigativos, los análisis de los resultados y sus fines. Ellas están entrelazadas con los caminos de búsqueda de datos y conclusiones. Las investigaciones tratadas dicen respecto a situaciones de la enseñanza y del aprendizaje en la escuela o a procesos de formación de varios tipos, mayormente, la formación de docentes. No hay jerarquía entre ellas, no son mutuamente excluyentes, y cada una aporta su contribución específica.Palabras-clave: Educación matemática; metodologías de la investigación; concepciones de investigación; formación de investigadores.
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Gatti, Bernardete Angelina. "Aspectos metodológicos da pesquisa em Educação Matemática: rumos e perspectivasMethodological aspects of research in Mathematics Education: directions and perspectives." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 3 (January 9, 2021): 65–83. http://dx.doi.org/10.23925/1983-3156.2020v22i3p065-083.
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ResumoNeste artigo são apresentadas algumas das concepções que se observam, explicitamente ou subjacentemente, no relato de pesquisas na área da educação matemática, as quais orientam seu desenvolvimento, fins e resultados. As concepções destacadas se entrelaçam com várias formas e caminhos possíveis para levantar dados e analisar o que é obtido em investigações no que se refere às situações de ensino e de aprendizagem escolar, ou, a processos formativos de diferentes naturezas e níveis. Não há hierarquização entre elas, não são necessariamente mutuamente excludentes, e, cada uma traz contribuições a serem consideradas nos limites de suas perspectivas.Palavras-chave: Educação matemática, Metodologias de pesquisa, Concepções de pesquisa, Formação do pesquisador. AbstractIn this article, is exposed an analytic view of conceptions that we can observe in reports of research in the field of mathematical education. They guide the purpose, proceedings and results of the investigation and they interweave the ways and research means of obtaining data. This analysis is done by observing reports of empirical research on school learning or about process of teachers’ education. There are no hierarchy between then and they are not mutually exclusive. Each one brings their contribution that can be considered in their perspectives and limits.Keywords: Mathematic education, Research methodologies, Research conceptions, Researchers’ education. ResumenEn este artículo se analizan concepciones observables, directamente o no, en relatos de investigaciones científicas en el campo de la educación matemática. Esas concepciones orientan los procedimientos investigativos, los análisis de los resultados y sus fines. Ellas están entrelazadas con los caminos de búsqueda de datos y conclusiones. Las investigaciones tratadas dicen respecto a situaciones de la enseñanza y del aprendizaje en la escuela o a procesos de formación de varios tipos, mayormente, la formación de docentes. No hay jerarquía entre ellas, no son mutuamente excluyentes, y cada una aporta su contribución específica.Palabras-clave: Educación matemática; metodologías de la investigación; concepciones de investigación; formación de investigadores.
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Secundant, Sergii. "Wolf and eclecticism: from the concept of an open system to systematic intelligence." Sententiae 40, no. 2 (August 15, 2021): 6–29. http://dx.doi.org/10.31649/sent40.02.006.
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The paper (1) provides a comparative analysis of the programs of reforms of philosophy developed by Christian Wolff and the members of the Eclecticist school; (2) it reveals the critical foundations of the concepts of the system by both schools and (3) assesses the prospects of their further development. Although Wolff is often inconsistent, nevertheless, he is largely closer to Descartes and Leibniz, and therefore to the Platonic tradition. The Eclecticists, on the other hand, are closer to the Peripatetic tradition, and therefore to empiricism. From the point of view of the history of philosophical methodology, Wolff’s program combines Cartesianism and the German tradition of methodical thinking (J. Jung, E. Weigel and Leibniz), which both were oriented towards mathematics. The Eclecticists, on the other hand, used the dialectical model, which they modernized by introducing the principle of historicism and applying it to the history of philosophy. When the program of the Eclecticists was guided by the critical selection of knowledge by members of the “scientific community” and the concept of an open system, Wolff’s synthesis of knowledge is carried out on the basis of a rigorous method. He puts forward a fundamentally new idea of a universal system based on new normative requirements for the system-forming principle, namely, it must be fundamental, generally valid and immanent in the system of knowledge. Wolff does not reject the critical program of the Eclecticists. In debates with them, he tries to prove that the successful implementation of their program is possible only if there is a basic system of truths and a reliable method. In his treatise On the Difference Between Systematic and Non-systematic Intellect, Wolff laid the foundation of “systematic eclecticism” and “speculative criticism”, which was substantiated in the works by “classics of German idealism”, primarily by C. L. Reinhold and Hegel.
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Horoshkova, Lidiia, Vira Kharahirlo, and Іevhen Khlobystov. "Potential of development of the professional (technical and vocational) educational services market in Ukraine." University Economic Bulletin, no. 44 (February 12, 2020): 63–73. http://dx.doi.org/10.31470/2306-546x-2020-44-63-73.
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Actuality of research theme. The development of the economies of the leading countries of the world shows that today there has been a transition from the industrial stage of development to the post-industrial economy, also called the innovative economy, the knowledge economy, etc. In such circumstances, special attention is required to analyze the problems of the educational sector in the context of reform, as a component of the sustainable development of any society. Problem statement. The basis of national wealth, its most valuable resource is not the natural and reproducible capital, but the human and intellectual capital, as it is the level of its development and determines the economic growth rate of modern society. Today, in the context of educational reform, special attention needs to be paid to addressing the mismatch in the labor market supply and demand for labor resources of certain professions, qualifications and educational level of training. Analysis of the last researches and publications. Significant contribution to the consideration of human capital development problems were made by Boginya D. P., Vovkanych S. I., Heets V. M., Holubets M. A., Hrishneva O. A., Dolishnii M. I., Zlupka S. M., Kanigina Y. M., Kolot A. M., Kuzmin A. E., Mocherniy S. V., Fedulova L. I., Khmil F. I. [2-5] and others. Selection of unexplored parts of general issue. The issue of governance for sustainable development in the country is intrinsically linked to the process of reforming the country's education sector, so finding effective mechanisms for reform requires particular attention and in-depth theoretical and practical research. Therefore, there is a need to research the potential of such a segment of the market for educational services for higher education institutions, as retraining and advanced training of teachers of professional (professional-technical) education institutions in Ukraine. Task statement, research aim. The purpose of the study is to evaluate the potential and opportunities of expanding the segment of the market of educational services of higher education institutions for retraining and professional development of teachers of professional (professional-technical) educational institutions. Method or methodology of realization of research. In the process of realization researches drawn on scientific (analysis and synthesis, induction and deduction, analytical grouping) and special (abstracting, economical-mathematical design, etc.) methods of study of the economic phenomena and processes. Exposition of basic material (job performances). The analysis of prospects and opportunities of development of the segment of the market of educational services of institutions of higher education in relation to retraining and professional development of teachers of institutions of professional (professional-technical) education is conducted in the work. The analysis of the Ukrainian labor market shows that there is a mismatch of supply and demand for the labor resources of certain professions and qualifications, which confirms the need to solve problems related to the need to overcome imbalances. It is proved that in order to solve the problems of reforming the education system in order to improve its quality and competitiveness, there is a need to optimize the system of training and retraining of pedagogical staff for professional (professional-technical) education. It is established that the success of reforms in the system of professional (professional-technical) education can be ensured by more active involvement in the process of retraining and advanced training of teachers of higher education institutions. In order to determine the potential of the mentioned segment of the market of educational services for higher education institutions, the analysis of indicators of educational activity in the professional-technical system of Ukraine was conducted. It is established that during 1991–2018 there was a decrease in both the number of vocational education institutions and the contingent of persons studying there. It is proved that the shortage of skilled workers is a consequence of the fact that during the years of independence the number of vocational schools has decreased by 40%, and the number of trained workers has decreased by more than half. The analysis of the relationship between the number of professional (professional-technical) educational institutions, the number of students and students in them and the number of teaching staff indicates a decrease in all of these indicators. The dynamics of indicators of the level of financing of education in general and vocational-technical in particular and the comparison of these indicators in Ukraine and economically developed countries of the world have been conducted. The necessity of increasing the volume of financing to the level of economically developed countries has been proved in order to ensure the efficiency of the initiated reforms. Conclusions. The paper analyzes the prospects and opportunities for the development of the market segment of educational services of higher education institutions for retraining and professional development of teachers of professional (professional-technical) education institutions. The analysis of the labor market of Ukraine revealed the existence of a mismatch of supply and demand for labor resources of certain professions and qualifications. It is proved that in order to solve the problems of reforming the education system in order to improve its quality and competitiveness, there is a need to optimize the system of training and retraining of pedagogical personnel for vocational education by involving teachers of higher education institutions. In order to determine the potential of the specified segment of the market of educational services for higher education institutions, the analysis of indicators of educational activity in the system of professional (professional-technical) education in Ukraine was conducted. According to the analysis of the dynamics of indicators of the level of financing of education in general and vocational and technical in particular, the necessity of simplifying licensing of the provision of services for retraining and upgrading of qualifications, attraction to financing of these services by non-state sources (in particular, from employers and investors), creation of mobile institutions with the possibility of receiving educational services in the field of distance education, use of Internet technologies, provision of educational services at the place of realization of acquired competences and deepening of client-oriented approaches to the content and form of the provision of services. This will ensure that, from a variety of (mainly non-governmental) sources, funding is increased to the level of economically developed countries in order to ensure the effectiveness of the reforms started.
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Hala, Liliia. "RESULTS OF ANALYSIS AND FORECASTING OF THE MAIN FINANCIAL INDICATORS OF THE HEALTH INSURANCE MARKET DEVELOPMENT IN UKRAINE." EUREKA: Health Sciences 6 (November 30, 2019): 72–82. http://dx.doi.org/10.21303/2504-5679.2019.001061.
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In recent years Ukraine against the background of systemic crisis trying to reform socially-oriented areas of society, including voluntary health insurance, which must combine market and social burdens. Under these conditions, an important scientific and practical research is forecasting financial indicators of domestic insurance companies. Aim. Conducting analysis and forecasting of the basic indicators that characterize the financial state of development of the domestic health insurance market. Materials and methods. Research materials were selected from the official websites of the National Commission which carry out state markets regulation of financial services and the League of Insurance Organizations of Ukraine for 2009–2018 years. We used historical, analytical and comparative, systematic, logical, hypothetical-deductive, mathematical and statistical methods. Results. To forecast the financial indicators of the health insurance market in Ukraine (gross insurance premiums and payments; operations transferred to reinsurance, including non-residents; net insurance premiums and payments) for 2019–2020 years; the time interval was set from 2009 year. According to the results of the calculations, we obtained regression models for different financial indicators (6 models). With the help of the selected mathematical tools, the main financial indicators of the market development for 2019–2020 years were forecasted. The analysis of the data revealed that the highest value growth rate (%) in 2020 year will be characteristic of reinsurance operations, including those transferred to non-residents (49.06 %) and the lowest - to gross insurance payments (14,41 %). It is established that the indicator of net insurance payments since 2010 year has been steadily decreasing (from 78.19 %), and according to the forecasted data in 2019 year it may be equal to 46.77 %, and in 2020 year – 44.98 %, the trend will continue to decrease. However, this indicator since 2016 year (53.9 %) and the data forecast for 2019–2020 years are in the regulatory range (from 30.0 % to 60.0 % for different types of insurance activities). Conclusions. According to the results of the research, it is established that in spite of the financial and economic crisis since 2014 year, the domestic health insurance market is characterized by positive dynamics of growth of the main financial indicators (gross insurance premiums and payments, net insurance premiums and payments). At the same time, there is a tendency to decrease the level (%) of net insurance payments indicator from 78.19 % in 2010 year to the forecast in 2020 year – 44.98 %.