A System for Supporting the Adoption of Pedagogical Decisions based on an Assessment of Ownership of Strategies

Abstract

Large-scale changes associated with the digitalization of all industries require from the student to have both knowledge proficiency in the subject field and the formation of critical thinking, the ability to apply and update their knowledge, and the ability to apply knowledge to solve professional problems. Of particular importance in the learning process is the formation of a student’s system of goals, mastery of basic activity strategies. This requires flexible control mechanisms and monitoring to obtain a large amount of information about the current level of potential development of the student. The analysis shows the relevance of developing systems for supporting the adoption of pedagogical decisions in the context of mass education, based on a multi-aspect assessment of the results. The paper describes the author’s theory of adequacy based on the fact that the quality indicator of a model can be obtained by comparing the estimated model with a model accepted as a reference model. The mathematical basis is a clear definition of strategies, their analysis and improvement based on the algebraic approach, the application of which is reflected in the formation of three components: a system of basic elements; systems of standard transformations and standard combinations of elements; an approximation mechanism designed to represent the strategy as the result of applying standard transformations and typical combinations of basic elements. It is substantiated that the results for automated (automatic) decision-making can be obtained on the basis of continuous control and evaluation activities organized according to the developed methodology. The content of the decision-making system is described on the example of a mathematics course.