E. V. Derets


In the work, methodical features of the realization of the personality-oriented approach in the teaching of higher and applied mathematics are studied. They are associated with taking into account the dominant sensory modality and learning style of each student. A review of the existing concepts of the learning style is presented, as well as modern research that relates to the practical application of the results of psychological and pedagogical monitoring in the educational process. The article deals with the research of a concrete student group of the first year of the Dneprovsky State Technical University on the basis of the concept of the learning style of David Kolb (The Learning Style Inventory (LSI) test and the VARK model (visual-V, aural-A, read / write - R, kinesthetic - K) of determining the dominant sensory modalities of Neil Fleming. The results of the psychological testing carried out are analyzed and appropriate practical recom-mendations for taking into account the individual characteristics of students are given. The peculiarities of taking into account the combination of the sensory modality and the learning style for different forms of the organization of training, in particular, during individual independent work, as well as individual communication of the teacher with students face-to-face are considered. The dynamics of changing the accounting of individual characteristics of students at different stages of studying the course of higher and applied mathematics is analyzed. It is proposed to involve students in the development of teaching materials that are oriented towards specific learning styles and sensory modalities, which contributes to the development of the general competencies of future economists. Such group independent work allows future managers to gain additional experience of teamwork and joint discussion of various ways of presenting information, contributing to the development of flexibility of thinking.


higher and applied mathematics; learning style; personality-oriented approach


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ISSN (print) 2519-2884

ISSN (online) 2617-8389