Aray Zhanys ¹, Saule Nurkasymova ²

Affiliations
1 Department of Information Systems and Computer Science, Abay Myrzakhmetov Kokshetau University, KZ
2 Department of General and Theoretical Physics, L.N. Gumilyov Eurasian National University, KZ

Abstract

The primary purpose of this work is the design and modification of the methodical system of teaching mathematics to the bachelors of a nonmathematical specialty within the competence-contextual learning approach. To achieve this goal the following methods were used: analysis of psycho-pedagogical and methodological literature related to solving mathematical problems; systematization of students’ mathematical knowledge; algorithms and programming training systems; mathematical methods based on probability theory and mathematical statistics. Mathematical competence level was also estimated by survey and testing. The results were statistically treated and compiled in the comparative figures which indicate the basic investigational index in experimental and control groups. The paper reflects the principles of the competence-based approach, the differentiation of tasks in terms of complexity, content and type. Diagnostic work contains three variants of the border works for students of technical and agronomical faculties. The data of the first and second variants of the border works proved that the absence of base knowledge is one of the reasons of poor solving of mathematical tasks by bachelors. As a result of the research, it was shown that only 52,7% of students solved mathematical tasks to a full degree; and 6,9% of students did not solve any mathematical tasks. The educational technology of V. M. Monakhov, creating conditions for level differentiation of the learning process and taking into account the personal characteristics of students, and technology of planning of the methodical system for mathematics teacher by T. K. Smykovskaya are taken as the basis. Scientific novelty lies in the formation of a system for measuring core competencies through special tasks and competence-contextual learning approach, the use of which will contribute to the formation of basic blocks of knowledge, interconnections between these blocks, and thereby to a solution of tasks and systematization of students’ knowledge in mathematics. This system promotes the modernization of teaching mathematics to students of different specialties.

Keywords

Competence-contextual Approach, Educational Technology, Integral Assessment, Mathematics Basic Knowledge, Task Solution

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