Conceptual model of a practice-oriented adaptive technology for reviewing the school mathematics course

Authors

DOI:

https://doi.org/10.15587/2519-4984.2025.337529

Keywords:

review and systematization, school mathematics course, EIE, NMT, modern educational technologies, microlearning, adaptive technologies, adaptive tests, task bank, individual educational trajectory

Abstract

The article presents a conceptual model of an adaptive technology for reviewing the school mathematics course, developed in response to contemporary educational challenges, such as digitalization, child-centered approaches, learning losses, and the need for personalized learning. The feasibility of applying adaptive technologies during the final review and systematization of knowledge among high school students is substantiated, based on the principles of learner-centered education, microlearning, the use of information and communication technologies, and structured logical schemes. A model for constructing an individual learning trajectory is proposed, taking into account students’ prior knowledge, level of mastery, pace of work, and the need for feedback. This model was built taking into account elements of adaptive learning and technologies of structural and logical schemes and microlearning. A task coding system has been developed, encompassing thematic content, difficulty level, and task format, which serves as the basis for creating a task bank for adaptive testing. The proposed solution allows for the implementation of the educational process in individual, blended, or distance learning formats, with the integration of modern digital tools and artificial intelligence. It is proposed to use artificial intelligence tools to develop and adapt some examples and tasks when creating a task bank, as well as to automate checking answers and providing feedback. The practical significance lies in the creation of a tool that can be implemented in the educational process in institutions of general secondary education, professional (vocational and technical) education to increase the level of mathematical competence and overcome learning losses. It is envisaged to use the described development for the review and systematization of the school mathematics course by high school students and future applicants who are preparing for standardized testing. The practical value lies in the creation of a tool that can be integrated into the educational process to enhance mathematical competence and address learning gaps. Future research prospects include the expansion of the task bank, the development of supplementary educational content, and the piloting of the model in real educational settings

Author Biography

Yuliia Boiko, Dragomanov Ukrainian State University

PhD Student

Department of Mathematics Teaching Methods

References

  1. Pro zatverdzhennia Derzhavnoho standartu profilnoi serednoi osvity (2024). Postanova Kabinetu Ministriv Ukrainy No. 851. 25.07.2024. Available at: https://zakon.rada.gov.ua/laws/show/851-2024-p#Text
  2. Pro osvitu (2017). Zakon Ukrainy No. 2145-VIII. 05.09.2017. Available at: https://zakon.rada.gov.ua/laws/show/2145-19#Text
  3. Rezultaty mizhnarodnoho doslidzhennia yakosti osvity PISA-2022 (2023). Ministerstvo osvity i nauky Ukrainy. Available at: https://mon.gov.ua/news/rezultati-mizhnarodnogo-doslidzhennya-yakosti-osviti-pisa-2022
  4. Hryshchenko, M. (Ed.) (2016). Nova ukrainska shkola: kontseptualni zasady reformuvannia serednoi shkoly. Ministerstvo osvity i nauky Ukrainy. Available at: https://mon.gov.ua/static-objects/mon/sites/1/zagalna%20serednya/nova-ukrainska-shkola-compressed.pd
  5. Kang, S. H. K. (2016). Spaced Repetition Promotes Efficient and Effective Learning. Policy Insights from the Behavioral and Brain Sciences, 3 (1), 12–19. https://doi.org/10.1177/2372732215624708
  6. Sirwan Mohammed, G., Wakil, K., Sirwan Nawroly, S. (2018). The Effectiveness of Microlearning to Improve Students’ Learning Ability. International Journal of Educational Research Review, 3 (3), 32–38. https://doi.org/10.24331/ijere.415824
  7. Leong, K., Sung, A., Au, D., Blanchard, C. (2021). A review of the trend of microlearning. Journal of Work-Applied Management, 13 (1), 88–102. https://doi.org/10.1108/jwam-10-2020-0044
  8. Medvedieva, M. O. (2024). Zastosuvannia tekhnolohii shtuchnoho intelektu dlia avtomatyzatsii otsiniuvannia znan u adaptyvnykh navchalnykh systemakh. Adaptyvni tekhnolohii upravlinnia navchanniam ATL-2024. Kyiv: ITsO NAPN Ukrainy, 49–51. Available at: https://lib.iitta.gov.ua/id/eprint/743981/1/Збірка_ATL-2024_ISBN%20978-617-8330-30-9%20%281%29.pdf#page=49
  9. Capuano, N., Caballé, S. (2020). Adaptive Learning Technologies. AI Magazine, 41 (2), 96–98. https://doi.org/10.1609/aimag.v41i2.5317
  10. Miziuk, V., Khyzhniak, A., Khrenova, V. (2025). Using adaptive learning platforms to personalize distance learning. Pedagogical Academy: Scientific Notes, 14. https://doi.org/10.5281/zenodo.14605125
  11. Nosenko, Yu. (2018). Adaptive Learning Systems: The Essence, Features, State of Use in Ukrainian Institutions of Pedagogical Education. Physical and Mathematical Education, 3 (17), 73–78. https://doi.org/10.31110/2413-1571-2018-017-3-013
  12. Bilous, O. S., Fedoruk, Yu. A. (2018). Vprovadzhennia adaptyvnoho navchannia u suchasnyi osvitnii prostir. Adaptyvni tekhnolohii upravlinnia navchanniam ATL-2018. Odesa, 21–25. Available at: https://pdpu.edu.ua/doc/conf/2018/atl4/Zbirka_tez_ATL-2018.pdf
  13. Rachmad, Y. E. (2022). Adaptive Learning Theory. La Paz Costanera Publicaciones Internacionales, Edición Especial 2022. https://doi.org/10.17605/OSF.IO/VFZ38
  14. Li, F., He, Y., Xue, Q. (2021). Progress, Challenges and Countermeasures of Adaptive Learning: A Systematic Review. Educational Technology & Society, 24 (3), 238–255. Available at: https://www.jstor.org/stable/27032868
  15. Taylor, D. L., Yeung, M., Bashet, A. Z.; Ryoo, J., Winkelmann, K. (Eds.) (2021). Personalized and Adaptive Learning. Innovative Learning Environments in STEM Higher Education. Cham: Springer, 17–34. https://doi.org/10.1007/978-3-030-58948-6_2
  16. Zakhariichenko, Yu. O., Shkolnyi, O. V., Zakhariichenko, L. I., Shkolna, O. V. (2020). Suchasna pidhotovka do ZNO z matematyky. Kamianets-Podilskyi: Aksioma, 232.

Downloads

Published

2025-09-25

How to Cite

Boiko, Y. (2025). Conceptual model of a practice-oriented adaptive technology for reviewing the school mathematics course . ScienceRise: Pedagogical Education, (3 (64), 27–32. https://doi.org/10.15587/2519-4984.2025.337529

Issue

No. 3 (64) (2025)

Section

Pedagogical Education

License

Copyright (c) 2025 Yuliia Boiko

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.

Authors, who are published in this journal, agree to the following conditions:

1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.

 2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.