OVERVIEW OF DISSERTATION RESEARCH ON THE HISTORY OF THE ESTABLISHMENT AND DEVELOPMENT METHODS OF TEACHING MATHEMATICS IN UKRAINE
DOI:
https://doi.org/10.31110/fmo2024.v39i4-06Keywords:
theory and method of teaching mathematics, dissertation topics, problems of school mathematics education, development historyAbstract
Formulation of the problem. For more than thirty years of Ukraine's independence, more than 400 dissertations have been defended in the specialty 13.00.02 Theory and teaching methods (mathematics). More than 2,100 dissertations have been defended in the specialty 13.00.01 General pedagogy and history of pedagogy. Among all these dissertations, only 12 relate to the history of the formation and development of school mathematics education in Ukraine. Nowadays, it is important to arouse the interest of educators and the public in national methodical heritage and pedagogical personalities whose methodical heritage, for various reasons, remained outside the boundaries of scientific analysis. It is essential to modernize modern mathematical education without losing the methodical principles and assets that Ukrainian methodical-mathematical science is rich in today.
Materials and methods. To carry out the research aim, the following were Ukrainian researcher's dissertations on the history of the formation and development of mathematics education in Ukraine, completed from 1991 to the present. Analysis, systematization, and generalization of research results reflected in theses of Ukrainian authors selected by us in scientific specialties 13.00.02 Theory and teaching methods (mathematics) and 13.00.01 General pedagogy and history of pedagogy.
The results. The topics of more than 2,500 dissertations were analyzed. 12 dissertations were selected, with conclusions and recommendations from Ukrainian researchers regarding the historical aspects of developing the theory and methodology of teaching mathematics in Ukraine. The content of these dissertations was analyzed, the main scientific ideas of a methodological nature were singled out, and the main conclusions were projected onto modern educational processes.
Conclusions. The reform of the Ukrainian school and the development of mathematics education cannot be qualitatively carried out without carrying out a scientific and critical analysis of the rich experience and research results of previous generations, without taking into account the national specificity and the preservation of the best traditions and technologies that were formed in the conditions of real effective teaching of mathematics in schools. The number of historical and pedagogical studies should increase, the object of which is the historical aspects of developing interesting methodical ideas, the best Ukrainian experience in teaching mathematics.
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