The model of multicultural competence of a mathematics teacher in the educational environment of the New Ukrainian school
Abstract
This article deals with the problem of modeling the multicultural competence of a mathematics teacher in the educational environment of the New Ukrainian School. The existing education system encountered a problem of globalization of socio-cultural and educational processes. This phenomenon has its consequences such as new forms and methods of educational and self-educational activities in the global Internetnet work. In this regard, there is a probableproblemofinterculturalinteractionbetweenparticipantsintheeducationalenvironment. To prevent this problem the teachers must develop their social competencies, especially the multicultural competence.
The author and scientific supervisor of the project «The cultural codes of mathematics», suggested to the teachers of mathematics of Rivne region, project participants, to take part in the development the multicultural competence of their students in the process of studying the school geometry course. Along with this, participating in the project, the students will have a great opportunity to explore how the mathematical knowledge ensures the harmony and beauty of the masterpieces of world art. This is essential because the Statestandard for mathematics education indicates the need for cultural competence of students as ability to see mathematics in works of art, awareness of the relationship between mathematics and culture on examples from painting, music, architecture, understanding the importance of the contribution of mathematicians to world culture. It is obvious that a mathematics teacher who has multicultural competence as part of professional competence can perform this task.
Duringthesecondstageoftheproject the «cultural codes of mathematics» themodelof mathematics teacher’s multicultural competencewasdeveloped. This model includes the following components: knowledge and communication component, motivational and value component, perceptual component. The knowledge and communication component includes knowing of the contribution of mathematics to world cultureand effective communication in the educational multicultural space. The motivational and value component includes motivation of self-educational activities in the educational multicultural space and awareness of the cultural values of their own and other peoples. The perceptual component includes perception and understanding of cultural differences in interaction in the educational space.
Simultaneously with the formation of multicultural competence of the teacher of mathematics the project «The cultural codes of mathematics» performs the task of completing the assignment of introduction the key ideas of national STEM- education and its expansion in the STEAM-direction (STEM and ARTS). This corresponds to the activity approach to the student’s conscious choice of future STEM-professionals noted in the list of learning objectives of State standard for mathematics education.
As follows of the structure of the presented model, it embodies the main direction of development the New Ukrainian School – competency and transdisciplinary approach to the implementation of educational goals.
