Innovative Teaching Strategies for Training of Future Mathematics in Higher Education Institutions in India
DOI:
https://doi.org/10.57125/FED.2023.25.03.02Keywords:
mathematics education, future mathematicians, innovative teaching strategy, traditional teaching-learning modelAbstract
The purpose of the article is to analyze teaching strategies used during the future mathematicians training in India and to select the most effective ones. The objectives include: to carry out a close-open survey in order to distinguish the teaching strategies used in mathematics education; to establish traditional and innovative teaching strategies and describe the difficulties; to assess plausibility of hypothesis and to outline the most efficient teaching strategies. Within the framework of research 28 works published from 2018 to 2022 and devoted to the problems of mathematics education in Indian higher educational institutions were analyzed. A number of legislative documents and teachers’ guidelines were studied in order to outline the government policy on education modernization and the principles of organization of educational process in India. The deductive approach to apply theoretical methods like literature review and analysis of research results was used. Empirical research methods included a close survey, mathematical analysis and statutory interpretation of answers. The numerical data contributed to the assessment of plausibility of hypothesis and proved that innovative teaching strategies make the educational process more effective. The close survey was conducted during 2022- 2023 academic year. It includes three stages: preparatory, experiment and final. The close survey involved 216 mathematics teachers from different higher educational institutions throughout India. The results show that traditional teaching strategies are still widely used in Indian educational institutions. Nevertheless innovations are essential to present qualitative changes in the system of education. The following innovative teaching strategies were used: bilingual education, inter-subject links, mobile learning, microteaching, gamification, ICT, flipped classroom, personalized learning. These strategies improve learning outcomes among students, increase the creativity, communication skills, decision- making, and professional flexibility, enhance motivation, increase interest to professional activity, provide better understanding of materials, form professional competency, and contribute to decision- making skills formation.
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