Coexistence of Theory and Practice in Training the Future Mathematics Teacher: The Experience of the Russian Education System

Evgeniya Nikolaevna Gerasimova; Sergey Victorovich Shcherbatykh; Olga Alexeevna Savvina; Galina Aleksandrovna Simonovskaya; Olga Nikolaevna Masina; Elena Ivanovna Trofimova; Oxana Viktorovna Tarasova

doi:10.12973/ejmste/80359

Full Text (PDF)

Evgeniya Nikolaevna Gerasimova ¹, Sergey Victorovich Shcherbatykh ¹ ^* , Olga Alexeevna Savvina ¹, Galina Aleksandrovna Simonovskaya ¹, Olga Nikolaevna Masina ¹, Elena Ivanovna Trofimova ¹, Oxana Viktorovna Tarasova ²

More Detail

¹ Bunin Yelets State University, Yelets, RUSSIA² Orel Turgenev State University, Orel, RUSSIA^* Corresponding Author

Abstract

The relevance of the research: For the fourth decade, Russian education system has undergone constant changes at various levels: from preschool to higher education. Accordingly, the process of teacher’s professional training is being modernized, including state educational standards, which assume significant strengthening of the role of practical training. In this regard, it becomes urgent to find a balance between the theoretical and practical training of the future mathematics teacher. The purpose of the study is to identify the optimal balance between theoretical and practical teaching in the process of professional training of the future mathematics teacher. The research was carried out based on the regularities of the methodological problems of pedagogical forecasting, including the expert evaluation method, historical analysis, practical methods (questionnaire surveying).

Keywords

historical analysis
practical training of the mathematics teachers
subject-based (scientific) training of the mathematics teachers

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.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 12, December 2017, 7695-7705

https://doi.org/10.12973/ejmste/80359

Publication date: 16 Nov 2017

Article Views: 2337

Article Downloads: 1009

Open Access References How to cite this article

References

Aristotle. (2002). Metaphysics. Comments. Interpretations. St. Petersburg: Ayearsya.
Borko, H., & Mayfield, V. (2007). The roles of cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11, 501–518. doi:10.1016/0742-051x(95)00008-8.
Cañadas, M. C., Gómez, P., & Rico, L. (2013). Structure of primary mathematics teacher education programs in Spain. Int J of Sci and Math Educ., 11, 879. doi:10.1007/s10763-013-9422-z.
Comensky, Ya. A. (1982). Selected pedagogical compositions: In 2 volumes. vol. 1. Moscow: Pedagogika.
Faust-Siehl, G. (2000). Perspektiven der Lehrerbildung in Deutschland. Absclussbericht der von der Kultusministerkonferenz eingesetzten Kommission. In Zeitschrift für Pädagogik. Heft, 4, 637-643. [in German].
Ferrini-Mundy, J., Burrill, G., & Breaux, G. (Eds.). (2001). Mathematics Education around the World: Bridging Policy and Practice. Report of the 2001 IAS/Park City Mathematics Institute Seminar, Institute for Advanced Study, Princeton. Retrieved from http://mathforum.org/pcmi/int2001report/.
Greaves, D. H. (1994). The new professionalism: the synthesis of professional and institutional development. Teaching and Teacher Education, 4, 423-438. doi:10.1016/0742-051x(94)90023-x.
Gubsky, E. F., Korableva, G. V., & Lutchenko, V. A. (Eds.). (1994). Brief philosophical encyclopedia. Moscow: Progress.
Guyton, E., & McIntyre, D. J. (1990). Student teaching and school experiences, in: Houston, W.R. (Ed.) Handbook of Research on Teacher Education. New York: Macmillan, 514-534.
Jaworski, B., & Gellert, U. (2003). Educating New Mathematics Teachers: Integrating Theory and Practice, and the Roles of Practising Teachers. In Bishop A. J., Clements M. A., Keitel C., Kilpatrick J., Leung F. K. S. (Eds.) Second International Handbook of Mathematics Education. Springer International Handbooks of Education, 10. Springer, Dordrech, 829–875. doi:10.1007/978-94-010-0273-8_27.
Kayumov, O. R. (2014). On the problems associated with intercivilizational borrowing in pedagogy. Bulletin of Yelets Bunin State University, Series “Pedagogy” (History and theory of mathematical education), 34, 7-12.
Kolyagin, Yu. M., & Savvina, O. A. (2011). Centenary of the Pedagogical Institute named after Pavel Grigorevich Shelaputin. Pedagogy, 4, 77-83.
Kolyagin, Yu. M., Savvina, O. A, & Tarasova, O. V. (2007). Russian school and mathematical education: our pride and our pain. Part 1. From ancient times to the twentieth century. Orel: Kartush.
Kuandykova, E. T., Kuandykova, G. T., Asylbekova, G. T., & Dikanbaeva, A. K. (2016). Training of pedagogical personnel abroad: analysis of the current state and development trends. International Journal of Applied and Fundamental Research, 8-1, 82-84. Retrieved from https://applied-research.ru/en/article/view?id=9932 [in Russian].
Leong, K. E. (2013). Factors that Influence the Understanding of Good Mathematics Teaching. EURASIA Journal of Mathematics, Science and Technology Education, 9(3), 319-328. doi:10.12973/eurasia.2013.939a.
Oonk, W. (2009). Theory-enriched practical knowledge in mathematics teacher education (PhD Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/13866.
Povey, H. (2014). Walking in a Foreign and Unknown Landscape: Studying the History of Mathematics in Initial Teacher Education. Sci & Educ, 23, 143-157. doi:10.1007/s11191-013-9617-2.
Roulet, G. (1996). Subject Integration and Mathematics Teachers’ Practical Knowledge Teachers and Teaching, 2(1), 87–103. doi:10.1080/1354060960020107.
Saltykov, N. N. (1915). On the organization of the training of secondary school teachers. Reports read at the 2nd All-Russian Congress of Math Teachers in Moscow. Moscow, 29-42.
Senashenko, V. S., & Tkach, G. F. (2010). On the trends of reforming the Russian higher school. Higher Education in Russia, 10, 29-42.
Sitnikov, A. P. (1995). Theoretical and Applied Basics of Acmeological Training of Program-Target Orientation. Moscow: RAGS.
Ushinsky, K. D. (1988). Pedagogical compositions in 6 volumes. Moscow: Pedagogika.
Voskoglou, M. Gr. (2006). The use of mathematical modelling as a learning tool of mathematics. Quaderni di Ricerca in Didactica (Department of Mathematics, Univ. of Palermo), 16, 53-60. Retrieved from http://math.unipa.it/~grim/quad16_voskoglou_06.pdf.
Voskoglou, M. Gr. (2009). The mathematics teacher in the modern society. Quaderni di Ricerca in Didactica (Department of Mathematics, Univ. of Palermo), 19, 24-30. Retrieved from http://math.unipa.it/~grim/Quad19_voskoglou.pdf.
Voskresenskaya, N. M. (2004). Experience in the development of educational standards in foreign countries. Issues of Education, 3, 143. [in Russian].
Watson, J., Beswick, K., & Brown, N. (2012). Proportional Reasoning in Middle School Mathematics. In: Watson J., Beswick K., Brown N. (Eds.). Educational Research and Professional Learning in Changing Times. Rotterdam: SensePublishers, 169-181. doi:10.1007/978-94-6091-945-9_15.
Young, J. W. A. (1920). The Teaching of Mathematics, in the Elementary and the Secondary School. New York: Longmans, Green, and Co.

How to cite this article

APA

Gerasimova, E. N., Shcherbatykh, S. V., Savvina, O. A., Simonovskaya, G. A., Masina, O. N., Trofimova, E. I., & Tarasova, O. V. (2017). Coexistence of Theory and Practice in Training the Future Mathematics Teacher: The Experience of the Russian Education System. Eurasia Journal of Mathematics, Science and Technology Education, 13(12), 7695-7705. https://doi.org/10.12973/ejmste/80359

Vancouver

Gerasimova EN, Shcherbatykh SV, Savvina OA, Simonovskaya GA, Masina ON, Trofimova EI, et al. Coexistence of Theory and Practice in Training the Future Mathematics Teacher: The Experience of the Russian Education System. EURASIA J Math Sci Tech Ed. 2017;13(12):7695-705. https://doi.org/10.12973/ejmste/80359

AMA

Gerasimova EN, Shcherbatykh SV, Savvina OA, et al. Coexistence of Theory and Practice in Training the Future Mathematics Teacher: The Experience of the Russian Education System. EURASIA J Math Sci Tech Ed. 2017;13(12), 7695-7705. https://doi.org/10.12973/ejmste/80359

Chicago

Gerasimova, Evgeniya Nikolaevna, Sergey Victorovich Shcherbatykh, Olga Alexeevna Savvina, Galina Aleksandrovna Simonovskaya, Olga Nikolaevna Masina, Elena Ivanovna Trofimova, and Oxana Viktorovna Tarasova. "Coexistence of Theory and Practice in Training the Future Mathematics Teacher: The Experience of the Russian Education System". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 12 (2017): 7695-7705. https://doi.org/10.12973/ejmste/80359

Harvard

Gerasimova, E. N., Shcherbatykh, S. V., Savvina, O. A., Simonovskaya, G. A., Masina, O. N., Trofimova, E. I., and Tarasova, O. V. (2017). Coexistence of Theory and Practice in Training the Future Mathematics Teacher: The Experience of the Russian Education System. Eurasia Journal of Mathematics, Science and Technology Education, 13(12), pp. 7695-7705. https://doi.org/10.12973/ejmste/80359

MLA

Gerasimova, Evgeniya Nikolaevna et al. "Coexistence of Theory and Practice in Training the Future Mathematics Teacher: The Experience of the Russian Education System". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 12, 2017, pp. 7695-7705. https://doi.org/10.12973/ejmste/80359