Elena Soboleva

The relevance of the research is due to additional opportunities for improving the quality of mathematical education in a digital school, support of cognitive interest, and solving practice-oriented tasks by means of including mobile services in mathematical activities. The research problem is determined by contradictions: between the possibilities of modern digital technologies in terms of developing cognitive activity, improving the quality of mathematical training and the educational model implemented by educational institutions; between the need to provide resources for solving problems of a socio-economic nature in the conditions of the fourth industrial revolution and the insufficient level of graduates’ mathematical education. The purpose of the study is to justify theoretically and test experimentally the effectiveness of using mobile technologies for the development of students’ cognitive activity in solving practice-oriented tasks. The research methodology is based on the analysis of works of foreign and domestic authors whose authority and scientific reputation are recognized by the scientific community. The study of the possibilities of mobile technologies for the development of educational activity was conducted using the method of analysis of subject teachers’ particular works, scientific and methodological literature concerning the use of digital tools in teaching. Then, using the forecasting method, we determined the potential of mobile technologies for organizing students' activities to solve practice-oriented tasks, and formulated a hypothesis about qualitative changes in the results of teaching mathematics. The method of systematization and generalization of facts allowed us to formulate basic concepts and didactic principles. The main provisions of the system-activity oriented approach are the research methodological basis for the formation of required competences of future specialists. At the stage of the pedagogical experiment, empirical methods were used: involved observation, questionnaires, testing, and analysis of students’ academic results. The authors clarified the essence of the concepts "cognitive activity", "mathematical thinking", "mathematical literacy" for the digital school. They investigated the possibilities of using mobile technologies for the development of cognitive activity and formulated didactic principles and issues of including mobile technologies in a personalized environment for solving practice-oriented tasks. The proposed specific materials for improving methods, tools, and organizational forms of training focused on the formation of mathematical thinking determine the practical significance of the presented research. The theoretical significance of the research lies in the fact that the authors describe the basic ideas of a methodological approach to the use of mobile technologies for the development of students' cognitive activity in solving practice-oriented tasks in the process of working out "smart" design solutions that meet the challenges of global digital transformation. The article may be used, first, to ensure personalization of mathematical learning through creative, interdisciplinary, educational and research work of students on mobile application development, social integration and professional orientation; second, to change the concept of mathematical education in school; third, to improve the implemented educational model for training highly qualified specialists of the professions for the future "new" industry.

The problem that the research is aimed at stems from from the urgent need to change the existing model of learning robotics in order to implement the strategy of training highly qualified specialists in the most popular, promising sectors of the future, taking into account the requirements of business, society, and the state. The purpose of the study is to substantiate theoretically and test experimentally the effectiveness of using the task approach in teaching robotics to form the desirable cross-professional competences of the future. The research methodology consists of an analysis of psychological, educational, scientific and technical literature, methodological works on the teaching of robotics at all stages of training; analysis of constructors and software tools to support students' practice and transformation activities; analysis of robotic systems from creative projects of the educational process participants; Rapid Foresight method; system analysis; pedagogical experiment. The authors made a detailed description of the didactic and interdisciplinary potential of robotics course as a part of the educational model implemented by educational institutions based on the traditional trajectory “preschool education - school - university - additional education”, in terms of training engineering and technical personnel for the professions of the future. The work substantiates the role of cross-professional competences (soft skills) as a complex of non-specialized metasubject skills responsible for successful participation in the working process and high efficiency. In addition, specific content supported by a system of tasks is offered for each of the core competences in the field of robotics and engineering. Our findings allowed us to formulate the basic ideas of the methodology for improving the through course of studying robotics with a precise focus on those competences formation that meet the requirements of society, business, and the state to prepare future specialists. The effectiveness of the modified methodology of the course for improving the quality of the educational process is confirmed by experimental data. The theoretical significance of the study lies in the fact that the findings confirm: it is the improvement of the course of robotics that will provide a useful skill - be able to learn, prepare for the professions of the future.

The relevance of the study is due to the fact that every year the field of robotics application does not cease to grow. For example, in the field of chemistry, defense industry, atomic physics, health care, in everyday life, robots facilitate the life of a person greatly, make it safer. In this regard, there is a demand for specialists in this field of knowledge. Robotics is included in the list of priority areas of technological development in the field of information technology, defined by the Government in the framework of the "Strategy of development of the information technology industry in the Russian Federation for 2014-2020 and for the future until 2025". The scientifically grounded approach corresponds to the almanac of promising industries and professions for the next 15-20 years, as it focuses on those sectors that will actively develop, what new technologies, products, management practices will be born in them and what new specialists will be required for employers. The purpose of the study is to justify the need to improve the model of the through training course of educational robotics for all levels (from additional training for preschoolers and schoolchildren to bachelor's and master's courses at universities), which will determine the most effective conditions for the emergence of an individual capable of continuing education in the direction of the professions of the future. The research methodology is based on the principles of system-activity and personality-oriented approach, Rapid Foresight techniques, methodology and theory of scientific research, methods of teaching robotics. Results of the research: analytical report about the state of modern science on topical issues and problems of teaching robotics in the framework of the robotics teaching model implemented by educational institutions, based on the traditional trajectory of "preschool education-school-University-additional education" in the context of the requirements of business, society, the government; justification for the need to improve the model of teaching robotics as the basis of training strategy for the professions of the future; formulation of requirements to pedagogical principles for programs concerning robotics and mechatronics, on which training should be built. The research is important because for the implementation of the Program "Digital Economy of the Russian Federation", designed for the period 2017-2030, it is the improvement of the model of a through training course in robotics that will provide a theoretical basis in the field of computer science, cybernetics and artificial intelligence. It will allow a person to choose proper profession, to acquire a useful skill in time – be able to learn, prepare for the professions of the future.

In modern information educational environment, there is an increasing interest in computer games using to improve the quality of education. It determines the relevance of the article, which is devoted to the analysis of modern software tools that have the potential for gamification of educational process in the context of state, society and education requirements. The purpose of the article is to select several gaming platforms, on which basis the methodology for educational process gamification will be improved. The methodology of the research is information sources of psychological, pedagogical, methodical and technical orientation study, the analysis of computer educational games made by foreign and domestic authors whose authority and scientific reputation are recognized by the scientific community. Due to necessity of educational process gamification, the authors admit the requirement to clarify the concept of «gamification». Taking into account the peculiarities and principles of this phenomenon, the analysis of software, that has didactic effect and is most consistent with the idea of gamification, is performed. All the variety of software tools with the potential for educational process gamification was divided into groups: gaming platforms, educational quests, learning management services and game design sites. Within each group, those platforms are studied that are most common in the foreign and domestic educational environment. The group of gaming platforms includes Classcraft, MinecraftEdu and DuoLingo. The group of educational quests includes Scratch, Quandary and Ribbon Hero. Among the services used for management of learning process are ClassDojo, Goalbook, Coursera and Brainscape. Spectrum of sites-designers of games is not so wide: eTreniki and LearningApps. Based on the application of specific comparison criteria and for maximizing the implementation of educational process gamification idea, a set of services and platforms is selected that, with appropriate methodological support, will improve the quality of education: ClassCraft platform, Scratch environment, Quandary software product and the LearningApps project.