Digital Educational Footprint as a Way to Evaluate the Results of Students’ Learning and Cognitive Activity in the Process of Teaching Mathematics
Elvira G. Galimova 1, Aliya V. Konysheva 2 * , Olga A. Kalugina 3, Zhanna M. Sizova 4
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1 Kazan (Volga region) Federal University, Kazan, RUSSIA2 Vyatka State University, Kirov, RUSSIA3 Financial University under the Government of the Russian Federation, Moscow, RUSSIA4 I.M. Sechenov First Moscow Medical University (Sechenov University), Moscow, RUSSIA* Corresponding Author


Overcoming the effects of the global economic crisis and focusing on innovative development demanded the modernization of the education system, a key factor in improving various areas of human activity. Digital technologies nowadays are a comprehensive platform for the development of all sectors of the economy, including the field of education. The use of digital technologies in higher education has a didactic potential in organizing the educational and cognitive process, providing new qualitative opportunities through the implementation of the principles of virtualization, mobility, adaptability, instant feedback. Digital education dictates new requirements for subjects of the educational process, for the content of the information and educational space, for the regulation of the interaction of all participants in the educational process, for methods and parameters for evaluating the educational and cognitive activity of students. Thus, the purpose of the article is to study the specificity of evaluating the results of students’ educational and cognitive activity in a digital educational environment. The leading method here is the design of students’ digital educational footprint, which combines motivational, cognitive and reflective components. As a result of the study, the authors have determined the structural and informative characteristics of the digital educational footprint as a way to assess the results of students’ learning and cognitive activity in the process of teaching mathematics; revealed the didactic potential of digital technologies in organizing the process of teaching mathematics; developed a methodological system that allows to evaluate students’ digital educational footprint in teaching mathematics in a digital educational environment. Practical use of the research results contributes to the improvement of teaching mathematics in higher educational establishments.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 15, Issue 8, August 2019, Article No: em1732

Publication date: 11 Apr 2019

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