PECULIARITIES OF TEACHING MATHEMATICS IN CRISIS CONDITIONS (WORK EXPERIENCE OF A UKRAINIAN UNIVERSITY UNDER MARTIAL LAW)
DOI:
https://doi.org/10.31110/EduEdge-4.2Keywords:
teaching mathematics, motivation, higher school, crisis conditions, programmed learning, flipped classroom, visualization toolsAbstract
Teaching mathematics to students in higher education is a pressing issue in many countries worldwide. A low level of educational motivation and insufficient school preparation cause difficulties in studying mathematics at universities. The situation worsens sharply if crisis conditions are created in the country (pandemics, natural and ecological disasters, military operations). In such situations, students and teachers experience psychological stress, negative emotions, and feelings of anxiety. Ukraine has been at war, but its schools and universities continue to operate. The article describes my own experience of teaching mathematics at the Sumy National Agrarian University (Ukraine) under martial law. An analysis of the educational motivation of students at a higher school in crisis conditions is presented (based on the generalized results of a survey of 90 first-year students), and methods effective in increasing cognitive motivation are described. The article substantiates that the technologies of programmed learning, «flipped classroom,» and visualization of educational material in mathematics are effective in crisis conditions.
References
About the announcement of the 2020/2021 academic year as the Year of Mathematics Education in Ukraine: Presidential Decree № 31/2020 (2020, January 30). Uriadovyi kurier, 20. URL: https://www.president.gov.ua/documents/312020-32165.
Al Mamun, M. A., Azad, M. A. K., Al Mamun, M. A., & Boyle, M. (2022). Review of flipped learning in engineering education: Scientific mapping and research horizon. Education and Information Technologies, 27(1), 1261–1286. https://doi.org/10.1007/s10639-021-10630-z
Bishop, A. J. (1989). Review of research on visualization in mathematics education. Focus on Learning Problems in Mathematics, 11(1), 7–16.
Buzan, T., Buzan, B. (1993). The Mind Map Book: How to Use the Radiant Thinking to Maximize Your Brain’s Untapped Potential. Penguin Book Ltd., London.
Cioca, L., & Nerișanu, R. (2020). Enhancing creativity: Using visual mnemonic devices in the teaching process in order to develop creativity in students. Sustainability, 12(5), 1985. https://doi.org/10.3390/su12051985.
EDUCAUSE: Flipped Classroom. URL: https://library.educause.edu/topics/teaching-and-learning/flipped-classroom.
Elkin, D. H. (1965). Pro psykholohichni peredumovy prohramovanoho navchannia [About the psychological prerequisites of programmed learning]. Radianska shkola, 12, 22–26.
Evagorou, M., Erduran, S., & Mäntylä, T. (2015). The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works. IJ STEM Ed, 2, 11. https://doi.org/10.1186/s40594-015-0024-x.
Fernández-Martín, F.-D., Romero-Rodríguez, J.-M., Gómez-García, G., Navas-Parejo, M.R. (2020). Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review. Mathematics, 8 (12), 2162. https://doi.org/10.3390/math8122162
Fitsula, M.M. (2009). Pedahohika [Pedagogy]. Kyiv: Akademvydav.
Fornons, V., Palau, R., & Santiago, R. (2021). Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom. Journal of Technology and Science Education, 11 (2). https://doi.org/10.3926/jotse.1092.
Fung, C.-H., Besser, M., & Poon, K.-K. (2021). Systematic Literature Review of Flipped Classroom in Mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1974. https://doi.org/10.29333/ejmste/10900.
van Garderen, D. (2006). Spatial Visualization, Visual Imagery, and Mathematical Problem Solving of Students With Varying Abilities. Journal of Learning Disabilities, 39(6), 496–506. https://doi.org/10.1177/00222194060390060201.
Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4), 276.
Ianchenko, T. V. (2016). Prohramovane navchannia yak rezultat evoliutsii idei pedolohii ta bikhevioryzmu [Programmed learning as a result of the evolution of the ideas of pedology and behaviorism]. Molodyi vchenyi, 12(39), 550-553.
Ivanova, H.I., Lavrentieva, O.O., Eivas, L.F., Zenkovych, I.O., & Uchitel, A.D., (2020). The students’ brainwork intensification via the computer visualization of study materials. CTE Workshop Proceedings, 7, 185–209. https://doi.org/10.55056/cte.346.
Kostiuk, H. S. (1964). Pro psykholohichni osnovy prohramuvannia navchannia [About the psychological foundations of teaching programming]. Radianska shkola, 5, 54–62.
Kotsopoulos, D., Weatherby, C., & Woolford, D.G. (2022). Using guided notes to support learning in first-year calculus. International Journal of Mathematical Education in Science and Technology, 53(6), 1629-1644.
Koval, T. I., & Besklinska, O. P. (2020). Use of Visualization Tools for Creation of Electronic Educational Resources in the Process of Learning Mathematical Disciplines in Institutions of Higher Education. Information technologies and teaching aids, 77(3). https://doi.org/10.33407/itlt.v77i3.3411.
Krutko, O. (2010). Chasopys «Radianska shkola» pro prohramovane navchannia v Ukraini v 60-ti roky ХХ st. [«Soviet School» magazine about programmed education in Ukraine in the 60s of the 20th century]. Istoryko-pedahohichnyi almanakh, 1, 15–19.
Landa, L. N. (1967). Diahnostyka i prohramovane navchannia [Diagnostics and programmed learning]. Radianska shkola, 2, 45–51.
Lavrenova, M.V. (2019). Mentalni karty yak novatsii v osvitnomu protsesi [Mental Maps as Innovations in the Educational Process]. Scientific Bulletin of Mukachevo State University, Series «Pedagogy and Psychology», 1 (9), 36–40.
Lo, C.K., & Hew, K.F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464-481. https://doi.org/10.1080/10494820.2018.1541910.
Lo, C.K., Hew, K.F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73. https://doi.org/10.1016/j.edurev.2017.08.002.
Macnab, J.S., Phillips, L.M., & Norris, S.P. (2012). Visualizations and Visualization in Mathematics Education. In: Norris, S.P. (eds) Reading for Evidence and Interpreting Visualizations in Mathematics and Science Education. Sense Publishers, Rotterdam. https://doi.org/10.1007/978-94-6091-924-4_6.
Mashbyts, Yu. I. (1968). Mistse prohramovanoho navchannia u navchalnomu protsesi [The place of programmed learning in the educational process]. Radianska shkola, 8, 93–96.
Methods of programmed learning. Basic methodical means of programmed learning. URL: https://wikipage.com.ua/1x9c99.html.
Pereira, L., & Gomes, S. (2022). The Impact of Distance Learning on the Teaching-Learning Process of Mathematics in Higher Technical Education. Journal of Educators Online, 19(2).
Petrillo, J. (2016). On flipping first-semester calculus: A case study. International Journal of Mathematical Education in Science and Technology, 47(4), 573 – 582. https://doi.org/10.1080/0020739X.2015.1106014.
Presmeg, N. (2006). Research on visualization in learning and teaching mathematics. URL: https://www.researchgate.net/publication/241301299_Research_on_visualization_in_learning_and_teaching_mathematics
Pressey, S. L. (1927). A machine for automatic teaching of drill material. School and Society, 25, 549–552.
Pressey, S. L. (1926). A simple apparatus which gives tests and scores and teaches. School and Society, 23, 373–376.
Rozenberh, M. Y. (1965). Eksperymentalni doslidzhennia efektyvnosti prohramovanoho navchannia [Experimental studies of the effectiveness of programmed learning]. Radianska shkola, 8, 25–30.
Rozumenko, A.O., & Rozumenko, A.M. (2014). Povtoriuiemo ta systematyzuiemo shkilnyi kurs matematyky: Navchalnyi posibnyk dlia uchniv starshykh klasiv serednikh zahalnoosvitnikh shkil, abituriientiv ta studentiv pershykh kursiv vyshchykh navchalnykh zakladiv [We repeat and systematize the school mathematics course: Study guide for students of senior classes of secondary comprehensive schools, entrants and first-year students of higher educational institutions]. Sumy: SumyDPU named after A. S. Makarenko.
Schoenherr, J., & Schukajlow, S. (2024). Characterizing external visualization in mathematics education research: A scoping review. ZDM – Mathematics Education, 56(1), 73–85. https://doi.org/10.1007/s11858-023-01494-3
Semenikhina, O., Kudrina, O., Koriakin, O., Ponomarenko, L., Korinna, H., & Krasilov, A. (2020). The Formation of Skills to Visualize by the Tools of Computer Visualization. TEM Journal, 9(4), 1704‐1710. https://doi.org/10.18421/TEM94‐51.
Sen, E.O. (2022). Thematic Analysis of Articles on Flipped Learning in Mathematics Education. Turkish Online Journal of Distance Education-TOJDE, 23(2), 202–222.
Skinner, B. F. (1954). The science of learning and art of teaching. Harvard Education Review, 24, 86–97.
Skinner, B. F. (1957). Verbal Behavior. – New York: Appleton-Century-Crofts.
Souto, V.T. (2014). Interactive Visualizations in Learning Mathematics: Implications for Information Design and User Experience. In: Marcus, A. (eds) Design, User Experience, and Usability. User Experience Design for Diverse Interaction Platforms and Environments. DUXU. Lecture Notes in Computer Science, 8518. Springer, Cham. https://doi.org/10.1007/978-3-319-07626-3_44
Stanberry, M.L., & Payne, W.R. (2023). Teaching Undergraduate Calculus at an Urban HBCU through a Global Pandemic. International Journal of Education in Mathematics, Science, and Technology, 11(2), 340-357.
Vale, I., & Barbosa, A. (2023). Visualization: A Pathway to Mathematical Challenging Tasks. In Roza Leikin (Ed.), Mathematical Challenges For All (pp.283–306). Springer International Publishing. https://doi.org/10.1007/978-3-031-18868-8
Weurlander, M., Cronhjort, M., & Filipsson, L. (2017). Engineering students’ experiences of interactive teaching in calculus. Higher Education Research and Development, 36(4), 852–865.
Zacharopoulos, G., Sella, F., & Kadosh, R.C. (2021). The impact of a lack of mathematical education on brain development and future attainment PNAS. https://doi.org/10.1073/pnas.2013155118.
Zorzos, M., & Avgerinos, E. (2023). Research on visualization in probability problem solving. Eurasia Journal of Mathematics, Science and Technology Education, 19(4), em2247. https://doi.org/10.29333/ejmste/13066.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Anzhela Rozumenko, Anatolii Rozumenko (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
