INNOVATIONS FOR ENSURING SUSTAINABLE AND CONTINUING EDUCATION OF TEACHERS IN MATHEMATICS
Bulgarian students and Bulgarian teachers in Mathematics show dramatically low level in the latest international studies about mathematical literacy at school level. One of the reasons is the lack of adequate education of teachers in mathematics.
2. Concepts and latest research
The authors understand the concept of the sustainable and continuing education of teachers in mathematics as a synergy of:
- Development of knowledge, skills, understanding, attitude and values;
- Process of sustainable development of society – economic, cultural development, human rights, production and consumption patterns, democratic values, etc.
2.1. Trends over the time
The educational policy has long-term social impact. The Buxton Index of an entity, is measured in years, over which the entity makes its plans. For the academic scientist it should be nearly 50 years – his students use the results of the professor’s work during their entire professional career.
2.2. Trends in space
The trends in space relate mostly to the target group and to the environment where it is developed. In the near future there will be professions which do not exist now. The situation should lead to the change in the teacher’s education, student’s education and educational policy.
3. Economical sustainability of education
The dollar coefficient measures the amount of stagnation that leads to destruction of objects with the lowest dollar rate. The dollar coefficient is a ratio of the amount of the financial resources invested by the institution to the amount of the efforts invested by the teacher. To survive, the teaching mathematics should raise its dollar coefficient by involving more financial support while the teachers invest fewer efforts for preparation and teaching.
4. Opportunities afforded by e-learning in the MCs program Technology of Education in Mathematics and Informatics
The Master of Science program Technology of Education in Mathematics and Infor-matics (TEMI) is dedicated to qualification upgrading of teachers in mathematics and informatics.
5. A best practice example
5.1. The TEMI Context
For ensuring appropriate learning environment, the Moodle LCMS was used.
The courses include also the use of web space and web 2.0 technologies.
A combination of methodology approaches and specialized ICT tools – dynamical geometry (GeoGebra), Computer Algebra System (Mathematica alpha), etc., is used to develop students’ skills to track, follow and use efficiently the ICT achievements.
5.2. The Modern Educational Technologies
One of the courses in the TEMI Master’s program is the Modern Educational Tech-nologies. Some examples taken from the course practice will illustrate the statements above.
During the course the students work on a didactical project on learning / solving problems related to the extreme/construct problems in geometry. They develop a virtual learning environment providing a methodological system of extreme geometrical tasks, dynamic drawings related to them, heuristic experiment, hypothesis and evidence. The final product is an integrated sharable final product.
The purpose of education is the ability for critical, creative thinking, self-awareness and assertive as a person with unique personality.
The TEMI courses objectives and examples show how the synergy between appro-priate didactics and ICTs can increase the Dollar coefficient of the teaching mathe-matics and ensure sustainable results in the space and time.