Advantages and disadvantages of laboratory lessons in mathematics teaching methodology under emergency remote teaching conditions

Abstract

Certain features of the Ukrainian system for the methodological training of future mathematics teachers at a pedagogical university are described. The aim of this study is to identify the key advantages and disadvantages of conducting laboratory lessons in the methodological training of future mathematics teachers under emergency remote teaching conditions caused by unforeseen circumstances. The technologies developed by the authors of this article for conducting laboratory classes in the methodology of teaching mathematics in the conditions of emergency distance learning have been experimentally tested. A survey of the participants in such training was conducted. We found that conducting laboratory lessons for future mathematics teachers in a remote learning environment has not only disadvantages but also certain advantages. In particular, the advantages include: teachers more actively using access to new resources and applying new opportunities during specific classes; increased personal responsibility of students for focus and engagement in the class; an additional component of technology-techniques is added to the traditional teacher-student partnership. Based on the results of the study, we concluded that the possible need for emergency distance learning should encourage teachers to pursue professional development and to form skills for the operational and creative use of digital technologies in managing learning. In this article, we describe our own experience of conducting laboratory work in the methodology of teaching mathematics in the conditions of emergency distance learning. The forced conditions of emergency distance learning in the course on the methodology of teaching mathematics allowed us to significantly expand and diversify the usual tools for forming the methodological competencies of future mathematics teachers. Our experience may be useful to interested parties to better prepare for possible future needs in implementing emergency distance learning under unforeseen circumstances (quarantines, natural disasters, etc.).