Научный журнал

European Journal of Natural History

ISSN 2073-4972

ИФ РИНЦ = 0,301

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Snegireva L.V. 1

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1 Kursk State Medical University

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1. Aronov A.M., Znamenskaya O.V. O concept mathematical competence // Messenger of the Moscow university. Series 20: pedagogical education. – 2010. – № 4. – P. 31–43.

2. Snegireva L.V. Analysis of mathematical competence mastering as a part of professional competence of medical university clinical psychology faculty students at different educational levels // International journal of applied and fundamental research. – 2016. – № 5. – P. 322–325.

3. Snegireva L.V. E-learning as an instrument of students’ generalization skills development // Modern high technologies. – 2016. – № 6–2. – P. 416–420.

4. Snegireva L.V. E-learning in bilingual educational process of medical university // Modern education. – 2016. – № 3. – P. 101–108.

5. Snegireva L.V. The e-learning as an instrument of medical students’ mathematical abilities development // Modern problems of science and education. – 2016. – № 3; URL: http://www.science-education.ru/article/view?id=24493 (the date of access: 13.05.2016).

6. Snegireva L.V. The formation of the main structural components of medical students’ mathematical competence throughout the e-learning process // Modern high technologies. – 2016. – № 8–2. – P. 363–367.

To approbate suggested mathematical competence functional model, the e-learning process results of mathematical competence components development for clinical psychology faculty students were considered. According to research results, 90 % of medical students got enough mathematical base for studying the other medical school disciplines, knowledge in math for solving professional activity tasks, high level development in each mathematical competence component to solve practical and theoretical problems. Thus, the suggested model allowed us to esteem the mathematics e-learning effectiveness in formation and development of students’ mathematical competence as high.

The successful mathematical tasks solving requires three cognitive components possession: readiness and ability to analysis and synthesis; readiness and ability to abstract from insignificant properties and characteristics of objects; readiness and ability to generalization [3, 5, 6]. The mathematical competence model in three-dimensional space, based on main structural components, is easily realized in educational process to show real university students’ mathematical competence development level and its separate components, providing studies of various factors influence on process of mathematical competence formation [1, 2, 4].

The approbation of functional components mathematical competence model in medical school e-learning efficiency studying is our research aim. Medical university clinical psychology students’ mathematical competence was chosen as the research object. Materials and methods. The testing of second-year clinical psychology students was carried out. 10 second-year clinical psychology faculty students were involved into mathematical e-learning testing after passing the mathematical course examination. The research was held at 11 a.m. in the academic auditory. The research duration was about 50 minutes. The clinical psychology faculty students performed the testing independently without using any electronic devices. The testing was built on the basis of Atmhauer intelligence structure test including the scale of mathematical abilities determination and a questionnaire “Thinking type”.

Results. To approbate suggested mathematical competence functional model, we consider e-learning process results of mathematical competence components development for clinical psychology faculty students. For this purpose we will take 100-grade scale for each mathematical competence structural component. The research results of clinical psychology faculty students’ mathematical competence components development in e-learning process are represented in the table.

We build three-dimensional mathematical competence model based on the received results. Provided that K1max = K2max = K3 max = 100, sphere external radius Rexternal is calculated as:

(1)

The magnitude of sphere internal radius Rinternal is found from expression:

Rinternal = 0,6 Rexternal = 103. (2)

The distance between internal and external radii can be calculated from the following formula:

d = 173 – 103 = 70. (3)

Clinical psychology faculty students’ mathematical competence components development in e-learning process

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