ORGANIZATION OF CORRECTIVE-TRAINING TESTING IN THE CONTEXT OF AN ADAPTIVE APPROACH TO THE STUDY OF MATHEMATICS

The article considers the problem of finding means for successful achievement of subject results in mathematics by students. Corrective and educational adaptive testing is singled out as such a means as a tool for identifying and timely eliminating gaps in students' knowledge by providing them with personalized assistance. Since the abstractness, rigor, and logic of mathematics directly affect the quality of mastering the subject, causing difficulties in perceiving and understanding mathematical content, the types of perception of educational information by students were used as the basis for the development of personalized assistance. The purpose of the study is to define the concept and develop the structure of corrective and educational adaptive testing in mathematics. The definition and structure of corrective and educational adaptive testing are given; the principles of corrective and educational adaptive testing in mathematics are highlighted; the features of constructing blocks of problems for corrective and educational adaptive testing in mathematics are noted. The author presents a new approach to constructing an adaptive test in mathematics based on the introduction of personalized assistance taking into account the type of perception of educational information by the student in the testing process itself. The obtained results can be used to develop corrective and educational adaptive tests for all sections of the school mathematics course.

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