Adaptive module as an effective means of teaching mathematics to first-year students with different level of secondary school mathematics skills

Statement of the problem. Over the past decade, there has been a decrease in the level of mathematics skills of secondary school students all over the world, resulting in the disruption of the continuity of mathematical education in the transition from secondary school to university. The purpose of the study is to analyse the mathematics placement test results of first-year students of the Siberian Federal University for the period from 2015 to 2018, as well as to assess the effectiveness of using an adaptive electronic learning resource (AELR) in the process of mastering the module of a mathematical discipline by students with different level of secondary school training. Methodology. The analysis of the placement test results and the learning outcomes of the students are carried out using correlation analysis. When developing the AELR, technologies of adaptive learning and microlearning are used. We also follow the didactic principles of modern higher education. Results and conclusions. The data analysis has revealed a number of topics of a secondary school mathematics course, the level of retained knowledge of which is below average from year to year. However, there is no significant correlation between the level of school mathematics skills of first-year students and their results of mastering the module of a mathematical discipline. It has been shown that the use of the AELR in the learning process allows all the students to achieve positive outcomes regardless of their level of school training in mathematics.