Credit-modular system as a tool for enhancing the quality of mathematical training in higher technical education institutions

Abstract

In this article, the credit-modular system of organizing the educational process is considered as a tool for enhancing the quality of mathematical training of students at higher technical education institutions. The relevance of the investigation is caused by the need to optimize the mathematical training of students with increased requirements for learning outcomes, independent training of students, and objectivity in assessing the acquired knowledge in mathematical disciplines. The modular principle of the credit-modular system and the cumulative system of assessing students' knowledge were presented and analyzed. The modular principle of the credit-modular system, the cumulative system of assessing students' knowledge, and the specified requirements for learning outcomes create conditions for enhancing the quality of mathematical training of students in higher technical education institutions. In this article, it is shown that the use of a credit-modular system of organizing the educational process ensures flexibility and dynamism of the educational process, ensures the structured organization of the learning material, motivates students to constant educational activity, systematizing it, which is especially important for mastering mathematical knowledge. All this contributes to the individualization and intensification of the educational process in order to improve the assimilation of learning material. The results of the investigation justify the feasibility of further implementation and improvement of the credit-modular system during the mathematical training of students of higher technical education institutions. The results of the investigation may be useful for lecturers of mathematical disciplines at higher technical education institutions and for lecturers of other education institutions.