Аннотации:
The article presents a model of adaptive teaching of mathematics for students with different levels of subject training in mathematics. The design features of this model are: taking into account the principles of the didactic subsystem of the personalized digital model of teaching school mathematics; building a system of conceptual didactic foundations for the design of adaptive learning. The principles of the didactic subsystem of the personalized digital model of teaching school mathematics made it possible to more effectively organize blended learning, in particular, the design of electronic courses for students with different levels of training. The conceptual basis of adaptive learning is B. Bloom's taxonomy of educational goals and V.P. Bespalko. These theories made it possible to identify the stages of student preparation, to determine the conditions for organizing educational content, to develop a system of adaptive testing, to organize a bank of questions of various levels of difficulty. The implementation of adaptive learning was carried out at the Institute of Mathematics and Mechanics. N.I. Lobachevskii Kazan Federal University (Kazan, Russia) in the first half of 2021. Results were obtained that prove the effectiveness of the adaptive learning model for students with different levels of training.
