UDC 51:37.09+159.942
DOI 10.20339/AM.05-26.075
Alena Yu. Timoshenko, PhD in Pedagogical Sciences, Associate Professor, Department of Theory and Methodology of Primary Education, Altai State Pedagogical University, Barnaul city, e-mail: altgpualtgpu@yandex.ru
This article presents the results of an experiment implementing a context-based modeling methodology that integrates principles of narrative didactics, contextual learning, and digital tools. Mathematical anxiety in humanities students is considered a serious barrier to the development of professional competence in future teachers and psychologists. Traditional mathematics teaching methods, focused on the formal and logical transfer of knowledge, ignore the affective component of learning, which can lead to superficial assimilation of the material. The study is based on L.S. Vygotsky’s cultural-historical theory, A.A. Verbitsky’s theory of contextual learning, and J. Bruner’s concept of narrative didactics. A pedagogical experiment (Institute of Psychology and Pedagogy, Altai State Pedagogical University, n = 60, 1st-year students) utilized diagnostic methods (adapted AMAS scale, T.I. Ilyina’s method), academic performance analysis (tests, project assignments, exams), mathematical statistics methods (Student’s t-test, Spearman’s correlation analysis), and a qualitative analysis of reflective essays. A statistically significant (p<0.01) decrease in the level of mathematical anxiety in the experimental group (by 28%) and an increase in motivation on the “professional mastery” scale (from 4.1 to 6.8 points) were found. Students in the experimental group performed significantly better on tests (8.2 vs 7.1; p<0.01), project assignments (8.9 vs 6.8; p<0.001), and the final exam (8.5 vs 7.6; p<0.01). A strong negative correlation (r = –0.72) was found between the author’s activity in creating educational narratives and the level of anxiety. The scientific novelty lies in the development of a didactic model that ensures not only emotional comfort but also a deeper assimilation of mathematical content by incorporating it into a professional and meaningful context. The developed methodology can be implemented in the teaching of mathematical disciplines in pedagogical universities, simultaneously helping to reduce anxiety and improve the quality of mathematical training for future teachers.
Keywords: mathematical anxiety, contextual learning, meaning-making, learning motivation, academic performance, narrative practices, professional training of teachers
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