Abstract
The purpose of the study was to investigate the impact of interactive methods, digital technologies and an interdisciplinary approach on the formation of students’ mathematical competence and the effectiveness of knowledge acquisition. The methodology included comparative analysis, pedagogical experiment, analysis of strengths and weaknesses, opportunities and threats, and identification of innovative approaches to the formation of mathematical competence of higher education students in the Primary Education programme. The results of the study showed that keeping progress diaries promotes self-reflection of students, improves their ability to plan the learning process and increases motivation. Students’ self-assessment confirmed the growth of confidence in their knowledge and skills, as well as the development of independence. Improvements were found in planning their own learning and setting realistic goals using new approaches. This indicated an increase in their learning motivation and active participation in the educational process. Innovative teaching methods, such as problem-based learning, modelling, interactive technologies and gamification, have improved the understanding of mathematical concepts. Comparative analysis showed a higher level of success in the experimental group – the average score of test tasks increased by 23%. The diaries helped students to understand their own learning progress, which increased their motivation and engagement. The use of digital tools, such as GeoGebra and Desmos, improved the visualisation of mathematical processes. The main challenges were adaptation to new learning formats and the need for teacher training. The findings can be used to improve methodological approaches to teaching mathematics in higher education and to develop recommendations for the introduction of innovative technologies in the educational process
Keywords
educational process; gamification; critical thinking; latest methods; individual needs
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