ORGANIZATION OF REPETITION AND SYSTEMATIZATION OF THE SCHOOL MATHEMATICS COURSE IN A UKRAINIAN UPPER SECONDARY PROFILE SCHOOL
ОРГАНІЗАЦІЯ ПОВТОРЕННЯ ТА СИСТЕМАТИЗАЦІЇ ШКІЛЬНОГО КУРСУ МАТЕМАТИКИ В УКРАЇНСЬКІЙ ПРОФІЛЬНІЙ СТАРШІЙ ШКОЛІ
DOI:
https://doi.org/10.31110/fmo2025.v40i4-08Keywords:
New Ukrainian School, State Standard of Basic Secondary Education, model mathematics program, mathematics textbook, key competencies, entrepreneurship and financial literacyAbstract
Formulation of the problem. The article raises the problem of inconsistency between the existing state regulations on the final repetition and systematization of the school mathematics course in the context of a competency-based approach on the one hand and its practical implementation according to the current programs and textbooks for senior grades on the other. Taking into account cognitive theories of memory development and challenges during the final testing of senior students in mathematics, the relevance of researching effective approaches to the repetition of educational material, which would contribute to the reduction of educational losses and the proper formation of mathematical competence and other competencies in accordance with the concept of the New Ukrainian School (NUS), is substantiated.
Materials and methods. Theoretical analysis of methodological literature, comparative analysis, systematization, and generalization of existing theoretical research on the topic of the article, as well as pedagogical observation and generalization of one's own pedagogical experience in repeating and systematizing the school mathematics course, were used.
Results. As a result of the analysis of current textbooks and collections for preparation for external independent assessment (EIA) in the form of a national multi-subject test (NMT) in mathematics, a variety of approaches to the implementation of current and final repetition were revealed. It was found that textbooks differ in the presence, structure, and content of review rubrics, and theoretical materials for systematizing knowledge are practically absent. Textbooks, in particular, comprehensive publications for preparation for EIA (NMT), partially compensate for these gaps, but do not provide sufficient differentiation and require the active participation of the teacher in the process of selecting material to ensure the proper quality of final repetition.
Conclusions. It has been established that the existing textbooks and manuals on mathematics only partially provide the conditions for high-quality summative repetition, not covering the need for differentiation and feedback. The effectiveness of this stage of learning largely depends on the professional skills of the teacher and the ability to combine different sources and approaches. The development of adaptive repetition technologies using digital tools has been identified as a promising direction.
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