Mathematics Software and its Training Capabilities

A major goal of school mathematics is to equip students with knowledge and skills that enable them to approach and solve math problems, learn from both errors and solutions, and make connections between and among math problems and math concepts. Most math software stops short of this goal. The more advanced tools tend to have complex features that make difficult to evaluate an assistance they provide. This page helps you relate software parameters with training capabilities they ensure. To effectively train math skills, any training software should provide specific resources (databases of problems, solving algoritms, formulas, rules, etc.), specific user options (problem-solving environment, error analysis environment, interactive features, etc.) and specific methodical feedbacks (an objective analysis of student’s work, recommendations for error correction). If any component in this set is missing, then such math software cannot provide the effective learning process. This means that the teaching capabilities of a software depend on its technical characteristics and contents. Tables below expand on software parameters that are necessary to train essential math skills. Separate tables summarise teaching capabilities of the EMTeachline mathematics software. An additional information on methodical training framework in the EMTeachline mathematics software can be found on the page “Methods”.

Basic teaching capabilities

  • Building knowledge related to the solution method
  • Building knowledge related with the cause-and-effect mathematical relationships
  • Building knowledge related to theoretical material
  • Building knowledge related to application of formulas
  • Building knowledge related to application of formulations
  • Building knowledge related with the cause-and-effect relationships within theoretical material
  • Building skills related to theoretical material
  • Building abilities related to application of rules
  • Building abilities related to application of formulas
  • Building knowledge related to the problem definition
  • Building abilities related to the problem definition
  • Building abilities related to the solution method
  • Building skills related to application of formulas
  • Building skills related to application of rules
  • Building skills related to the problem definition
  • Building abilities to select math transformation
  • Building abilities to apply formulations and formulas
  • Building skills to apply formulations and formulas
  • Building skills to make transformations
  • Building skills to substantiate transformations and ground on formulas
  • Building abilities to substantiate solutions
  • Building abilities to carry out transformations
  • Building abilities to solve independently

General educational capabilities

  • Formation of knowledge related to organization of control over the task execution
  • Formation of abilities related to organization of control over the task execution
  • Formation of knowledge, necessary for the analysis of educational work
  • Formation of abilities, basic for the analysis of educational work
  • Formation of knowledge, necessary to choose methodical exercises, based on the results of analysis of educational work
  • Formation of abilities to choose methodical exercises, based on the results of analysis of educational work
  • Formation of skills to model various educational situations
  • Formation of knowledge and abilities, basic for self-education

Teaching capabilities related to different ways of organization of educational material

  • An access to organization of educational material by theoretical attribute is necessary for formation of theoretical knowledge and abilities and skills, related to studying theoretical material
  • An access to structuring the material by types of educational tasks is necessary for building up special skills related to types of educational tasks
  • An access to structuring the material by methods of solution is necessary for building up special skills related to solution methods
  • An access to structuring the material by the level of complexity is necessary for reinforcement of knowledge, abilities and skills related to the studied material
  • An access to structuring the material using combined criteria is necessary for checking and securing knowledge, abilities and skills in a wide range
  • An option of development of didactic materials with similar variant tasks is meant to be used for generating sets of tests or tasks for independent work
  • An option of development of various didactic materials is needed for working with groups of students with different levels of knowledge and skills
  • Options of creation and support of the user’s database of methodical materials is meant for reusing the developed methodical materials

Program characteristics representative of capability to manage an educational material in accordance with the accepted in pedagogics methods of material presentation

  • Build up knowledge basic for studying the internal mathematics relations
  • Build up skills basic for studying theoretical material
  • Build up knowledge, abilities and skills basic for studying math

Training capabilities providing concrete knowledge, abilities and skills basic for studying math

  • General educational capabilities
  • Program capabilities related to various ways of organization of educational material
  • Additional teaching capabilities provided by lexical functions