International Electronic Journal of Mathematics Education

Differentiated Tasks System in Math as a Tool to Develop University Students’ Learning Motivation
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2015 - Volume 10 Issue 3, pp. 199-2009
  • Published Online: 12 Dec 2015
  • Article Views: 806 | Article Download: 764
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Nasibullov RR, Konysheva AV, Ignatovich VG. Differentiated Tasks System in Math as a Tool to Develop University Students’ Learning Motivation. Int Elect J Math Ed. 2015;10(3), 199-2009.
APA 6th edition
In-text citation: (Nasibullov et al., 2015)
Reference: Nasibullov, R. R., Konysheva, A. V., & Ignatovich, V. G. (2015). Differentiated Tasks System in Math as a Tool to Develop University Students’ Learning Motivation. International Electronic Journal of Mathematics Education, 10(3), 199-2009.
Chicago
In-text citation: (Nasibullov et al., 2015)
Reference: Nasibullov, Ramis R., Aliya V. Konysheva, and Viya G. Ignatovich. "Differentiated Tasks System in Math as a Tool to Develop University Students’ Learning Motivation". International Electronic Journal of Mathematics Education 2015 10 no. 3 (2015): 199-2009.
Harvard
In-text citation: (Nasibullov et al., 2015)
Reference: Nasibullov, R. R., Konysheva, A. V., and Ignatovich, V. G. (2015). Differentiated Tasks System in Math as a Tool to Develop University Students’ Learning Motivation. International Electronic Journal of Mathematics Education, 10(3), pp. 199-2009.
MLA
In-text citation: (Nasibullov et al., 2015)
Reference: Nasibullov, Ramis R. et al. "Differentiated Tasks System in Math as a Tool to Develop University Students’ Learning Motivation". International Electronic Journal of Mathematics Education, vol. 10, no. 3, 2015, pp. 199-2009.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Nasibullov RR, Konysheva AV, Ignatovich VG. Differentiated Tasks System in Math as a Tool to Develop University Students’ Learning Motivation. Int Elect J Math Ed. 2015;10(3):199-2009.

Abstract

The relevance of the study is due to the direction of the modern education model on the formation of a competitive creative personality, with the need for continuous self-improvement and self-development. It should be emphasized that the effectiveness of training students is largely determined by the level of motivation, interest, and the subjects’ personal involvement. Therefore, the article is aimed at the disclosure of the mechanisms of development of learning motivation of students through the system of differentiated tasks. The leading approach to the study of the problem was the personal-active approach, which aims to reveal the discussed question from the perspective of dialogism, subjectivity and individuality. The article presents the characteristics of the developed and proven system of differentiated tasks in mathematics, focused on the development of learning motivation of students, as well as providing empirical evidence about the results of implementation. The article describes the principles on which we identified three levels of tasks in mathematics: “algorithms”, “problem-search tasks”, and “creative tasks”. The article may be useful to teachers of higher education.

References

  • Aslanov, R.M. (1997) Methodical system of differential equations training in pedagogical school of higher education (Doctoral Thesis). Moscow.
  • Blonsky, P.P. (1979) Selected pedagogical and psychological works. Moscow: Pedagogika.
  • Bochkareva, O.V. (2006) Professional orientation in mathematics training for construction-engineering students in the school of higher education (Doctoral Thesis). Saransk.
  • Dubovitskaya, T.D. (2002) Psychological Science and Education. Diagnostic Method of Learning Motivation Direction, 2, 42-46.
  • Gladun, A.D. (2004) Laboratory workshop on general physics. Moscow: MIPT.
  • Hegel, G.F.V. (2005) Science of Logic. London: Science.
  • Khinchin, A.Y. (2000) on the educational phenomenon on lessons in mathematics. Mathematics in education and upbringing. Moscow: Phasis.
  • Leontiyv, A.A. (1996) Pedagogical dialogue. Moscow: “El- Fa.”
  • Livshits V.I. (2010) Accreditation in Education. “Products” of Engineering Education: erudites or professionals? 6 (41), 13-19.
  • Markova, A.K. (2010) Formation of learning motivation at school age. Moscow: Prosvesheniye.
  • Mikhailova, I. G. (1998) The mathematical training of engineers in a professional orientation of interdisciplinary connections (Doctoral Thesis). Tobolsk.
  • Myshkis, A.D. (2007) Applied Mathematics for Engineers. Special courses. Moscow: FIZMATLIT.
  • Nikitina, A.L. (2013) TSU series “Humanities”. Formation of professional competence by the construction and analysis of mathematical models of applied problems, 2, 447-457.
  • Serikov, V.V. (1999) Education and personality. The theory and practice of pedagogical systems’ designing. Moscow: Logos.
  • Shchukina, G.I. (1979) Students’ cognitive activity stimulation in the learning process. Moscow: Prosvesheniye.
  • Teplov, B.M. (1985) Selected Works: Pedagogy. Moscow.
  • Tereshin, N.A. (1990).  Applied orientation of school mathematics: Moscow: Prosvesheniye.
  • Utemov, V.V. (2012) Development of primary school pupils’ creativity by solving open type tasks (Doctoral Thesis). Kirov.
  • Zimnyaya, I.A. (1999) Educational Psychology. Moscow: Logos.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.