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"Philosophy of Education"

2017 year, number 2

NEW CONTEXTS AND PERSPECTIVES OF THE PRACTICES OF ADDITIONAL EDUCATION IN MATHEMATICS

A. A. Popov1, S. V. Ermakov2, M. S. Averkov3, P. P. Glukhov1
1Moscow City Pedagogical University, 129226, Russia, Moscow, av. 2-i Selskoxoziaistvennii proezd, 4
2Siberian Federal University, 660041, Russia, Krasnoiarsk, av. Svobodnii, 79
3CEO, KP MOO В«Siberian House», 660100, Russia, Krasnoiarsk, st. Akademika Kirenskogo, 256-b
Keywords: математика, математическое образование, дополнительное образование, математические способности, открытое образование, mathematics, mathematical education, additional education, mathematical abilities, open education

Abstract

This article is devoted to the analysis and study of modern problems of additional mathematical education, and also to the research of further ways of developing of this field of education. The authors consider the already existing system of mathematical education and trace influence of the traditions of the Soviet era on the current picture of this kind of education. It is noteworthy that in the article mathematics is regarded not only as a discipline and subject of teaching, but also as an educational practice that can be represented in different forms. The existing forms of additional mathematical education are exposed to the critical analysis, their effective components and deficits are distinguished. Such forms as clubs for mathematics lovers, the subject-specific mathematical olympiads (competitions), specialized physical and mathematical schools, etc. are considered. Special attention is paid to summer schools. The focus is on the practice of selection and support of mathematically gifted students as having a key influence on the construction of mathematical education in the XX century as well as now. Besides the analysis of the bases of the existing approaches and purposes of mathematical education, modern contexts and priorities of mathematical education following from them are studied. Prospects for mathematical education of such formats as games and simulators (including computer games), TV series (as a form of promoting some specific knowledge), etc. are analyzed. The authors set forth a hypothesis concerning the vectors within which an expansion of mathematical additional education should occur. The paper attempts to answer the following question: what kinds of new formats should appear in the field of mathematics education; with what popular media trends this sphere could be synthesized; in what modern public practical circumstances the specificity of mathematical knowledge can be applied. In particular, the formats of intensive schools, elective courses, clubs and the variety of their types are considered as perspective and promising.