Determination of the Digital Educational Environment Composition for a Math Teacher based on the Analysis of Research and Practical Teachers' Opinions

Abstract

The use of digital technologies in the organization of the educational process takes education to a new level. The aim of the study is to examine the subject digital environment of a math teacher. The article analyzes the opinions of scientists in the field of the subject of digital educational environment component composition, which are the basis for the determination of such components as a didactic learning system. Conducting the study required the use of a whole range of methods, such as observation, survey, and compilation of the Likert scale. Two groups of respondents participated in the survey: the first group included math teachers who had completed advanced training courses on building a subject-based digital educational environment; the second group included teachers who did not take such courses. The author tested the assumption that there is no significant difference in the selection of the subject digital educational environment components by math teachers. To determine the absence of differences between the two experimental distributions, the χ-square criterion was used. Based on the results obtained, the theoretical model of the subject digital educational environment was corrected. The results of the study showed that the theoretically justified component composition of the subject digital educational environment was confirmed as a result of experimental work with practicing teachers, which confirms the relevance of the instrumental approach to the construction of the subject digital educational environment according to the model proposed.