Teaching technologies aimed at the formation of meta-subject results of students in mathematics lessons: results of an urban monitoring study
Authors:   Krasnoyarsk State Pedagogical University named after V. P. Astafyev, Berseneva Olesya V. , Aeshina Ekaterina A. ,   Krasnoyarsk State Pedagogical University named after V. P. Astafyev
Published: January 2024

Introduction. In modern conditions, which require a qualitative transformation of a professional position from a teacher, the teacher's readiness to select effective teaching technologies that contribute to the formation of students' meta-subject results and apply them in teaching mathematics is of particular importance. The purpose of the study is to obtain and interpret information about the teaching technologies used by mathematics teachers, focused on achieving meta-subject results of students. Methodology and methods. The study involved 164 mathematics teachers from 31 educational institutions in Krasnoyarsk. The monitoring took into account the age and experience of the pedagogical activity of the respondents. Open observation of the activities of teachers, interviews and questionnaires were used. When conducting the survey, the author's questionnaire was used, containing questions aimed at identifying the attitude of mathematics teachers to the design of the educational process using various teaching technologies, as well as the degree of their effectiveness, according to the respondents, in the formation of students' meta-subject results. The interview was conducted in a semi-structured form and aimed, along with monitoring the pedagogical activities of mathematics teachers, to clarify the possible reasons for the frequency and systematic use of these teaching technologies in the process of teaching mathematics. Results. The optimal list of teaching technologies, focused on the formation of meta-subject educational results of students in the process of studying mathematics, has been determined. On this basis, a toolkit for monitoring research has been developed (questions from a questionnaire, a semi-structured interview). The attitude of teachers of mathematics in Krasnoyarsk about the use of various teaching technologies in their professional activities was revealed: 88% of teachers expressed their willingness to use learning technologies to form meta-subject results, and only 45% of them apply these technologies systematically. From the point of view of respondents, information and communication technologies (100%), collaborative learning (82%) and gaming technologies (80%) were recognized as the most effective in terms of the formation of meta-subject results of students. The problems of selection and application of teaching technologies by teachers when designing a modern mathematics lesson are fixed: low skill of self-designing a lesson using a certain technology (100%), large time costs for mastering and implementation (98%), the need for additional methodological training (96%). Conclusion. The results of the monitoring study are of practical importance for further research of methodological problems and difficulties of mathematics teachers, and are the basis for the development of personalized support measures for teachers; creating a register of effective methodological practices.