Pedagogical and Methodological Aspects of Non-Invasive Monitoring
(case of Teaching Mathematics at School and University)
Abstract
The development of information technologies makes it possible to record a large amount of data in the learning process, both on the results of performing educational operations and on the psychophysical characteristics of students. In this regard, a number of ethical, pedagogical and methodological problems arise. Among them are the disproportionate control actions to the volume and properties of information retrieved during monitoring and problems associated with ensuring the information security of the student.
In contrast to natural monitoring, monitoring the management of teaching has as an object of training a person, who can be considered, from the point of view of management, as a highly organized information system. The article is devoted to the study of the problem of non-invasive monitoring, involving the redirection of most of the monitoring information to the student himself. As a definition of non-invasive monitoring, the following is proposed: non-invasive monitoring is a type of pedagogical feedback that is used exclusively for correcting the student’s actions and is prohibited from using to control the effectiveness and transfer the results outside class.
The article analyzes 15 different teaching paradigms, which are explicitly or implicitly adhered to by teachers, organizing the educational process, from the point of view of compliance with the tasks of non-invasive monitoring. The methodological aspects of the implementation of non-invasive monitoring from the point of view of computer support of the learning process are also analyzed. It is shown how non-invasive monitoring can be supported by software that provides active interaction of the student with the subject environment and gives the teacher more freedom in planning and achieving strategic goals of managing the educational process.
References
N. Vavilov, “Reshaping the metaphor of proof,” Phil. Trans. R. Soc. A, vol. 377, no. 2140, pp. 1–18, 2019; doi: 10.1098/rsta.2018.0279
M. A. Kholodnaya, Kognitivnye stili: O prirode individual’nogo uma [Cognitive Styles: On the Nature of the Individual Mind], Saint Petersburg: Piter, 2004 (in Russian).
N. Ya. Vilenkin, O. S. Ivashev-Musatov, and S. I. Shvartsburd, Algebra i nachala matematicheskogo analiza. 11 klass. [Algebra and calculus], Moscow: Mnemozina, 2015 (in Russian).
M. I. Bashmakov, Matematika: ucheb. posobie dlya 10–11 klassov gumanitarnogo profilya [Mathematics: textbook for grades 10-11 of the humanitarian profile], Moscow: Prosveshchenie, 2004 (in Russian).
V. A. Rokhlin, “Lektsiya o prepodavanii matematiki nematematikam” [Lecture on teaching mathematics to non-mathematicians], Matem. prosv., vol. 3, no. 8, pp. 21–36, 2004 (in Russian).
A. A. Korenev, “Feedback in learning, teaching and educational communication,” Rhema, no. 2, 2018 (in Russian).
L. A. Petrushenko, Princip obratnoj svyazi [Principle of feedback], Moscow: Mysl’, 1967 (in Russian).
K. A. Bessonov, “Feedback in pedagogical interaction,” Juvenis scientia, no. 2, pp. 86–89, 2016 (in Russian).
O. D. Luk’yanenko, “Feedback in didactic informational interaction between the teacher and the students,” Izvestia: Herzen University Journal of Humanities & Sciences, vol. 12, no. 33, pp. 367–371, 2007 (in Russian).
J. Hattie and H.Timperley, “The Power of Feedback,” Review of Educational Research, vol. 77, no. 1, pp. 81–112, 2007; doi: 10.3102/003465430298487
B. S. Eaves and P. Shafto, “Unifying pedagogical reasoning and epistemic trust,” Advances in Child Development and Behavior, no. 43, pр. 295–319, 2012; doi: 10.1016/B978-0-12-397919-3.00011-3
M. I. Bashmakov, S. N. Pozdnyakov, and N. A. Reznik, Informatsionnaya sreda obucheniya [Learning Information Environment], Saint Petersburg, Russia: Svet, 1997 (in Russian).
L. M. Fridman, Pedagogicheskii opyt glazami psikhologa: kn. dlya uchitelya [Pedagogical experience through the eyes of a psychologist: the book for a teacher], Moscow: Prosveshchenie, 1987 (in Russian).
D. B. Elkonin, Psychology of game, Moscow: Pedagogika, 1978 (in Russian).
S. Papert, Perevorot v soznanii. Deti, komp’yutery i plodotvornye idei [Mindstorms: Children, Computers, and Powerful Ideas], Moscow: Pedagogika, 1989 (in Russian).
V. N. Dubrovsky and S. N. Pozdnyakov, “Dynamical geometry in school. Lesson 1,” Computer tools in education, no. 1, pp. 21–31, 2008 (in Russian).
G. Polya and G. Szego, Problems and Theorems in Analysis (in 2 parts), Moscow: Nauka, 1978.
J. Nievergelt, “A pragmatic introduction to courseware design,” Computer, no. 9, pp. 7–21, 1980.
V. N. Malozemov, “Rannyaya istoriya programmirovannogo obucheniya,” [Early history of programmed learning], Computer tools in education, no. 3-4, pp. 40–46, 2000 (in Russian).
P. I. Laina, Rezul’tativnost’ obucheniya matematike v shkole [The efficiency of teaching mathematics at school], Diss. сandidate of pedagogical sciences, Leningrad, USSR, 1991 (in Russian).
J. Dewey, Psychology and Pedagogics of Thinking, N. D. Vinogradova ed., Moscow: Labyrinth, 1997 (in Russian).
V. F. Shatalov, Where and how the troikas disappeared, Moscow: Pedagogika, 1979 (in Russian).
S. G. Ivanov and S. N. Pozdnyakov, “Komp’yuter v produktivnom obuchenii matematike ili kak informatsionnye tekhnologii mogut podderzhat’ intellektual’nuyu svobodu obuchaemogo” [Computer in productive teaching of mathematics or how information technologies can support the intellectual freedom of the student], Computer tools in education, no. 5, pp. 10–20, 2003 (in Russian).
S. N. Pozdnyakov, “Connection of Goal-Settingin Mathematics Teaching with Its Technological Support,” Computer tools in education, no. 3, pp. 70–89, 2019 (in Russian); doi: 10.32603/2071-2340-2019-3-70-89
E. Yagunova, S. Podznyakov, N. Ryzhova, E. Razumovskaia, and N. Korovkin, “Tasks classification and age differences in task perception: Case study of international on-line competition “Beaver”,” in Proc. of the 8th ISSEP Conf. Univ. of Ljubljana, pp. 33–43, 2015.
A. S. Chukhnov, S. N. Pozdniakov, and N. N. Pangina, “Analysis of the Understanding of the Material of Theoretical Informatics in Competitions and Olympiads in Informatics,” Computer tools in education, no. 2, pp. 55–67, 2018; doi: 10.32603/2071-2340-2018-2-55-67
A. S. Chukhnov, “Constructive Tasks as a Tool of Invasive and Non-invasive Assessment of Knowledge,” Computer tools in education, no. 3, pp. 96–104, 2019; doi: 10.32603/2071-2340-2019-3-96-10
A. S. Chukhnov, “Constructive Problems in Competitions in Mathematics and Computer Science,” Computer tools in education, no. 6, pp. 56–62, 2018 (in Russian); doi: 10.32603/2071-2340-2018-6-56–62
V. A. Akimushkin and S. N. Pozdniakov, “Review of Educational Data Mining methods as applied to interaction protocols analysis in «scientific games»,” Computer tools in education, no. 6, pp. 42–51, 2013 (in Russian).
V. A. Akimushkin, S. N. Pozdniakov, and A. S. Chukhnov, “Constructive Problems in the Structure of the Olympiad in Discrete Mathematics and Theoretical Informatics,” Olympiads in Informatics, vol. 11, pp. 3–18, 2017.
A. Chukhnov, A. Maytarattanakhon, I. Posov, and S. Pozdniakov, “Constructive Graph Tasks in Distant Contests,” Informatics in Education, vol. 19, no. 3, pp. 343–359, 2020; doi: 10.15388/infedu.2020.16
M. Bogdanov, S. Pozdnyakov, and A. Pukhov, “Multiplicity of the knowledge representation forms as a base of using a computer for the studying of the discrete mathematics,” Pedagogy Studies/Pedagogika, vol. 96, pp. 136–142, 2009.
M. S. Bogdanov, “Avtomatizatsiya proverki resheniya zadachi po formal’nomu opisaniyu ee usloviya” [Automation of checking the solution of a problem by the formal description of its condition], Computer tools in education, no. 4, pp. 51–57, 2006 (in Russian).
L. Bannon and S. Budker, “Constructing Common Information Spaces,” in Proc. of the Fifth European Conference on Computer Supported Cooperative Work, 1997, pp. 81–96; doi: 10.1007/978-94-015-7372-6_6
S. N. Pozdnyakov, “Edinoe informacionnoe obrazovatel’noe prostranstvo «Pedvuz-Shkola» v kontekste konstruirovanija obshhih informacionnyh prostranstv” [Uniform information educational space "Teacher training University School"in the context of designing of the general information spaces], Report on the project B-15/99 “Unified educational information space “Pedvuz-School””, Herzen State Pedagogical University, Saint Petersburg, Russia.
This work is licensed under a Creative Commons Attribution 4.0 International License.
