Full Packaged Learning Solutions for Studying Mathematics at School
More details
Hide details
Vyatka State University, Kirov, RUSSIA
Kazan (Volga region) Federal University, Kazan, RUSSIA
Peoples’ Friendship University of Russia (RUDN University), Moscow, RUSSIA
MGIMO-University, Moscow, RUSSIA
Online publish date: 2018-09-13
Publish date: 2018-09-13
EURASIA J. Math., Sci Tech. Ed 2018;14(12):em1619
The speed of modern changes in the system of teaching reflects an unprecedented accelerated renewal of means, forms and methods of teaching. Today, it is very important to test new learning solutions that reduce teachers’ time on organization of students’ educational activities. The idea of solving this problem is to combine the theory and practice of taking managerial actions and pedagogy in order to identify the type of learning solutions that reduce teachers’ time, in particular teachers of mathematics, to prepare for classes. Thus, the purpose of the article is to justify full packaged learning solutions as an effective means of reducing the time spent on organizing the educational activities of schoolchildren. The authors of the article have determined the full packaged product as a package of program-methodical and subject-developing support that can be used by consumers of educational services (children, parents, teachers, administrators, employers) for independent use (a turn-key project). The leading methods of research are monitoring the organizational activities of teachers during math lessons, talking to teachers, analyzing methodical work and teachers’ profiles, modeling and statistical processing of research results. As a result of the 2016-2017 experiment, where 21 teachers of mathematics took part, the authors of the article have defined types of learning solutions for mathematics teachers (adjustable, integrated and packaged); have described the stages of development and phases of creating a full packaged learning solution. Evaluation of the effectiveness of using full packaged product allowed to make a conclusion about an average decrease of time costs by 22% while preparing for classes. The theoretical significance of the article is due to the contribution to the development of scientific ideas about the means of methodical support for teachers of mathematics. The practical use of the proposed methods allows to organize a step-by-step transition from the development of adjustable solutions to full packaged learning solutions for studying school mathematics that contribute to reducing teachers’ time spent on the organization of educational activities of students. The value of the full packaged product is justified with the help of a “project triangle”, which connects key parameters for assessing the effectiveness of providing methodical support to mathematics teachers: the amount of work, time and costs. Changing the value of one parameter leads to changes of the values of others. Full packaged product allows to balance these parameters and achieve the planned educational result.
Akpinar, I. A. (2012). The effect of 5e learning model on pre-service science teachers’ achievement in the subject of solutions. Energy Education Science and Technology Part B: Social and Educational Studies, 4(2), 867-874.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26.
Bereza, N. V. (2012). “Modern trends in the development of the world and Russian information services market”. Retrieved from
Bloom, B. (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher, 13(6), 4-16.
Bokovoi, Yu. V. (2006). Peculiarities of the methodology of designing information systems for small and medium-sized businesses. Applied Informatics, 5, 3-11.
Bordovsky, G. A. (2012). Challenges of modern education system to a schoolteacher. Vocational Education in Russia and Abroad, 6, 6-10.
Carapina, M., Mekterovic, I., Jagušt, T., Drljevic, N., Baksa, J., Kovacevic, P., & Boticki, I. (2015). Developing a multiplatform solution for mobile learning. Paper presented at the Proceedings of the 23rd International Conference on Computers in Education, 384-389. Retrieved from
Dewey, J. (1937). Experience and education. New York: Simon and Schuster.
Doolan, M., & Guiza, M. (2015). Towards a novel methodology for adopting blended collaborative learning solutions. Paper presented at the Proceedings of the International Conference on e-Learning. ICEL, 2015-January 83-90. Retrieved from
Dover, P. A., Manwani, S., & Munn, D. (2018). Creating learning solutions for executive education programs. International Journal of Management Education, 16(1), 80-91.
Durkin, K., Star, J. R. & Rittle, J. B. (2017). Using comparison of multiple strategies in the mathematics classroom: Lessons learned and next steps. ZDM - Mathematics Education, 49(4), 585-597.
Feldshtein, D. I. (2010). Priority directions of psychological and pedagogical research in conditions of children development significant changes. Pedagogy, 7, 3-11.
Fiallo, J., & Gutiérrez, A. (2017). Analysis of the cognitive unity or rupture between conjecture and proof when learning to prove on a grade 10 trigonometry course. Educational Studies in Mathematics, 96(2), 145-167.
Govindarajan, K., Kumar, V. S. & Kinshuk, A. (2017). Dynamic learning path prediction - A learning analytics solution. Paper presented at the Proceedings - IEEE 8th International Conference on Technology for Education. T4E 188-193.
Heider, J. S. (2015). Using digital learning solutions to address higher Education’s greatest challenges. Publishing Research Quarterly, 31(3), 183-189.
Herzog, M., Ehlert, A., & Fritz, A. (2017). Combinatorial problems in Grade 3: Influences of representation, level of abstraction and use of strategies on solving success. Journal Fur Mathematik-Didaktik, 38(2), 263-289.
Hoffmann, T. (1999). Distance learning solutions. Journal of European Industrial Training, 23(6), 62-69.
Jensen, K., & Frimodt-Møller, S. (2015). An integrated playful music learning solution. Retrieved from
Kenttälä, V., Rousi, R., Kankaanranta, M., & Pänkäläinen, T. (2015). Usability challenges in digital learning solutions. Paper presented at the Proceedings - Frontiers in Education Conference. FIE, 251-254.
Kvon, G. M., Lushchik, I. V., Karpenko, M. A., Zaitseva, N. A., Kulkov, A. A., Galushkin, A. A., & Yakupova, N. M. (2017). Regional investment policy: Analysis and assessment of the investment environment state. Eurasian Journal of Analytical Chemistry, 12(5), 835-853.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Retrieved from:
Matad, N. A., Srinivasa, K. G., & Fernandes, L. (2016). Vidhya sangam: A cost-effective video learning solution for class-room and students personal use. Paper presented at the ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Workshop Proceedings, 316-321. Retrieved from
Molnar, M. (2014). Richard Culatta: Five Ways Technology Can Close Equity Gaps. Retrieved on September 21, 2015, from
Niemelä, P., Isomöttönen, V., & Lipponen, L. (2016). Successful design of learning solutions being situation aware. Education and Information Technologies, 21(1), 105-122.
OECD (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing.
Payne, A. M., Stephenson, J. E., Morris, W. B., Tempest, H. G., Mileham, A. & Griffin, D. K. (2009). The use of an e-learning constructivist solution in workplace learning. International Journal of Industrial Ergonomics, 39(3), 548-553.
Reimagining the Role of Technology in Education. (2017). National Education Technology Plan Update. U.S. Department of Education. Retrieved from
Scanlon, M., & Buckingham, D. (2004). Home learning and the educational marketplace. Oxford Review of Education, 30(2), 287-303.
Shaidullina, A. R., Krylov, D. A., Sadovaya, V. V., Yunusova, G. R., Glebov, S. O., Masalimova, A. R., & Korshunova, I. V. (2015). Model of Vocational School, High School and Manufacture Integration in the Regional System of Professional Education. Review of European Studies, 7(1), 63-67.
Sommer, T., Bach, U., Richert, A., & Jeschke, S. (2014). A web-based recommendation system for engineering education e-learning solutions. Paper presented at the Proceedings of the International Conference on e-Learning. ICEL, 169-175. Retrieved from
Spitzer, B. & Aronson, J. (2015). Minding and mending the gap: Social psychological interventions to reduce educational disparities. British Journal of Educational Psychology, 85(1), 1-18.
Swacha, J. (2017). Exercise solution check specification language for interactive programming learning environments. Paper presented at the OpenAccess Series in Informatics, 6, 5610.4230.
Trunovich, A. S., & Shlygin A. S. (2008). Competence approach in the management of organization’s human resources. Statistics and economics, 2, 263-275. Retrieved from
Viel, C. C., Rodrigues, K. R., Teixeira, C. A., & Pimentel, M. G. (2015). Design solutions for interactive multi-video multimedia learning objects. Learning and Collaboration Technologies, 10, 160-171.
Vinogradova, E. Yu., & Galimova, A. I. (2017). Principles of a corporate information system formation for implementation at Russian enterprises. Izvestiya Ural State University of Economics and Management, 2(70), 111-123.
Zolotov, E. (2013). By a wave of a wand. Business Journal, 3(204), 50-54.