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Productive Education in Mathematical Schools

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Abstract

This article examines the reasons that mathematical schools (mathschools) have become an important and very productive phenomenon in Russian education in recent decades. A brief description of the modern model of productive education is traced back to the established tradition of teaching in mathschools, which can lead to the construction of a reproducible model of productive education not only for specialized teaching of mathematics, but also for other areas of Russian general education.

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ACKNOWLEDGMENTS

We thank E.P. Velikhov, L.P. Kezina, and G.O. Gref: their vision of the future of education started the work; directors of schools A.B. Volkov, S.L. Mendelevich, and P.A. Yakushkin, who took responsibility for all participants in the educational process who created the matclass model.

We thank the Sberbank “Investment in the future” Charitable Foundation, which supported the work of A.L. Semenov’s colleagues in designing work on a digital learning platform and implementing effective education on it. We thank V. Kondratiev for his participation in the creation of the first version of the text and useful discussion, and A.S. Obukhov, whose many years of practice and specific comments were essential when working on the article.

Funding

A.L. Semenov acknowledges the support of the Russian Science Foundation, grant no. 17-11-01377 (Sections 3, 6, 8).

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Authors and Affiliations

  1. School No. 179 of the Department of Education and Science of the City of Moscow, Moscow, Russia

    N. N. Konstantinov

  2. Faculty of Mechanics and Mathematics, Lomonosov Moscow State University, Moscow, Russia

    A. L. Semenov

  3. Axel Berg Institute of Cybernetics and Educational Informatics, Russian Academy of Sciences, Moscow, Russia

    A. L. Semenov

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  1. N. N. Konstantinov
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  2. A. L. Semenov
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Correspondence to N. N. Konstantinov or A. L. Semenov.

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Konstantinov, N.N., Semenov, A.L. Productive Education in Mathematical Schools. Dokl. Math. 106 (Suppl 2), S270–S287 (2022). https://doi.org/10.1134/S1064562423700369

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