USING OF ICT DURING PREPARATION FOR EIA: WAYS TO SEARCH FOR THE OPTIMAL MODEL

Abstract

Formulation of the problem. The urgency of improving the methodology of preparation for the external examination in mathematics is currently beyond doubt. Earlier we found that electronic tools in preparation for EIA in mathematics are unpopular among entrants, but positive trends in the development of ICT to prepare for testing in mathematics are also present. The current motivation for the use of technology in mathematics teaching is the current pandemic situation, when the introduction of quarantines and long periods of online learning are beginning to be perceived by students and teachers as normal learning situations. Under these circumstances, mathematics teachers are forced to use ICT, create and develop new forms of organization of the educational process, improve and adapt teaching methods and technologies. The purpose of this article is to establish the feasibility of using ICT, their place and role in preparing for external evaluation in mathematics from the standpoint of teachers and tutors, as well as to determine how modern technology helps or hinders the search for optimal methods of preparation for this type of assessment.

Materials and methods. To achieve the goals of the article, we use empirical methods: our own survey using an electronic tool (Google form), monitoring the learning process of students, as well as analysis of their achievements results. In the paper we use the set of scientific cognition methods: comparative analysis to clarify different views on the problem; systematization and generalization to formulate conclusions and methodological advices; generalization of the author's pedagogical experience and observations.  

Results. According to our survey of mathematics teachers, two thirds of them believe that the most optimal way to prepare for EIA is a combination of classroom classes and online format. 98% of respondents consider that using of ICT appropriate in preparation for external examination, and the leader among these technologies are online test platforms (NaUrok, osvita.ua, Vseosvita, Quizlet, Сlasstime). 97% of respondents find the use of electronic tools in preparation for the EIA in mathematics useful, and 28% are completely satisfied with both the quantity and quality of available electronic resources. At the same time, 72% of teachers believe that the number of e-learning tools should be increased and their quality should be improved, which indicates the need to develop and improve this area.

Conclusions. There is no universal methodology of preparation for the external examination in mathematics, as it significantly depends on both the student audience and the individual characteristics of the teacher or tutor who carries it out. EIA is only a tool for adequate evaluation of the student's achievement level and cannot be the goal of schooling. Instead, the main purpose of schooling is the development of the child, the disclosure of his abilities, as well as the formation of those competencies that will allow him to find his place in life, to be realized as a person. Therefore, in preparation for the external examination in mathematics, the main goal for the teacher, we consider the repetition and systematization of the school course of mathematics, rather than formal training of students to solve specific classes of test tasks. The use of ICT is perceived by us as a natural complement to the educational process, and not just as a forced step due to training in quarantine conditions. We believe that the use of electronic tools in preparation for the EIA in mathematics is useful, but it is important to ensure the proper quality of the tests offered to teachers and students on a variety of online platforms.