Differentiated teaching of mathematical analysis at a higher educational institution using the capabilities of the Moodle distance learning system

Abstract

In this study, the actual aspects of the implementation of differentiated teaching of higher mathematics in a non-core higher education institution are considered. The technology of teaching the discipline "Mathematical analysis" has been implemented for students studying under the higher education program — bachelor's degree program in the field of preparation 38.03.01 Economics. When designing and differentiating the course within the competence approach for multi-level groups of students, modeling and analyzing the educational phenomena that arise in this case, the mathematical apparatus of graph theory is used. Within the framework of the conducted psychological and pedagogical experiment, two approaches were implemented to introduce differentiated learning for groups of students with different levels of initial subject training, based on the possibilities of e-learning using the Moodle distance learning system. The experiment showed the possibility of effective implementation of different degrees of differentiation depending on the degree of multilevel groups of students. Statistically significant results of the experiment show a higher quality of education in experimental groups than in the traditional learning model. This study is relevant in the framework of the introduction of elearning and distance learning technologies at the level of higher education in the Russian Federation.