Adaptive technology for the review and systematization of the school mathematics course and its implementation into school practice

Abstract

Review and systematization are integral components of effective mathematics education. Although the research and methodological literature proposes various approaches to conducting the final review of the school mathematics course in high school, its organizational method is not strictly regulated by standards and is left to the teacher's academic freedom. Given the limited time allocated for the review, as well as the heterogeneity of students' academic achievements and cognitive characteristics, the implementation of the final review requires flexibility and personalization. Adaptive technologies can be applied to address these needs. According to our findings, existing adaptive learning platforms do not fully satisfy the needs of the educational process participants during the review and systematization stage of the school mathematics course. Therefore, we have developed and pilot-tested an adaptive, practice-oriented technology for the review and systematization of the school mathematics course.

The purpose of the work is to experimentally verify the effectiveness of the implementation of the author's practice-oriented adaptive technology for repetition and systematization of the school mathematics course. The methodological basis is a personality-oriented and activity-based approach. The study used the following methods: theoretical (analysis, synthesis, generalization), empirical (pedagogical experiment), statistical (nonparametric criteria of Wilcoxon and Mann-Whitney).

This paper theoretically substantiates the expediency of applying adaptive technologies at the final review stage; furthermore, it introduces the first developed and experimentally verified adaptive, practice-oriented technology for the review and systematization of the school mathematics course. Statistical analysis confirmed the non-random nature of the sustained knowledge growth observed in the experimental group, in contrast to the control group. Despite the localized scope of the pilot phase of the study, this positive dynamic demonstrates the viability of the author's technology and justifies the need for its further verification on a broader sample.