Correctional and developmental work in mathematics with 5th and 6th grade students who have difficulties in mastering the subject material and live in isolated, sparsely populated areas

Abstract

Introduction. The stability of lower mathematics results among students living in sparsely populated areas with preserved ethnic and special cultural traditions, compared to students in large settlements, highlights the need to identify the causes of this situation and find ways to mitigate or eliminate them. The purpose of this study is to develop and describe a model for working with participants in the educational process, which will help improve the mathematical knowledge and skills of 5th and 6th grade students in sparsely populated areas who face difficulties in learning the subject material. This will be achieved through the implementation of psychological and pedagogical measures. Materials and methods. The study used: methods of theoretical analysis of the problem of low academic achievement of students; methods of empirical diagnostics to evaluate the results of mathematics work performed by 465th students of rural schools in the Chechen Republic (Russian Federation); surveys and tests aimed at studying mathematical anxiety of students and its factors (author's questionnaire for the study of mathematical anxiety, a test for school anxiety by B. Philips, a questionnaire for studying the level of cognitive activity of B.K. Pashnev's students, a methodology for diagnosing learning motivation and emotional attitude to learning in middle and high school by A.D. Andreeva, modified by A.M. Parishioners,); methods of mathematical statistics. Results. For the studied group of schoolchildren, a link was established between low academic performance in mathematics and the presence of mathematical anxiety in them. Among the significant factors of mathematical anxiety among 5th grade students in rural schools of the Chechen Republic, in addition to those recorded in the literature, the following were identified: parents' social attitudes towards teaching mathematics to schoolchildren (r = 0.408), teachers' anxiety (r = 0.490) and linguistic factor (r = 0.510). To reduce their influence, a logical and structural model of correctional and developmental work is proposed, which includes an author's tool - an integrated target case. Conclusion. The presence of mathematical anxiety among 5th grade students in sparsely populated areas affects their academic performance in mathematics. To improve students' academic performance while mitigating this anxiety, it is necessary to conduct corrective and developmental work using an integrated target case, which is comprehensive due to its specific target audience: students, parents of students, and teachers.