Instruction for Mathematics and Science in Primary and Lower Secondary Grades
Grade at Which Specialist Teachers for Mathematics and Science are Introduced
The majority of students in Russia have specialist teachers for mathematics and science starting in Grade 5 in basic education.
Instructional Materials, Equipment, and Laboratories
Decisions about the organization of the learning process and its provision (i.e., textbooks, instructional materials, and equipment) are made at the school level in accordance with federal and regional norms and requirements.
A tendency toward increasing variability in educational programs is illustrated by the growing number of available textbooks and instructional materials for school subjects written by different authors. During the past decade, more than 15 sets of programs and instructional materials were developed and approved by the Ministry of Education and Science for use in primary and basic schools. Most sets of instructional materials consist of a teacher’s guide, student worksheets and booklets, assessment materials, and materials for projects.
To help teachers select a program of study and accompanying instructional materials, the Ministry of Education and Science releases a recommended list of textbooks, approved by specialists from the Russian Academy of Sciences and the Russian Academy of Education. Teachers choose instructional materials according to professional preference, the recommendations of regional authorities, student characteristics and interests, and parental opinion.
Improving the experimental and practical skills of students, as well as their application of mathematics and science knowledge in everyday life, is connected directly with the quality of equipment in schools. In recent years (2010–2015), various national projects aimed at better equipping schools, especially with science laboratories, have improved the situation partially. However, shortages of school materials and equipment continue to present a problem in schools, especially in rural areas.
Use of Technology
In the last decade, Russia has introduced ICT into general education. Federal and regional projects, such as the Development of Common Educational Information Environment, Electronic Russia, and the Informatization of the Educational System, aim to develop a technology infrastructure and electronic educational resources, provide professional development for teachers in technology, and introduce ICT into the learning process and school management. These activities have produced, among other results, a national Internet portal, electronic textbooks, and a nationally distributed electronic library of information resources. Consequently, all schools in Russia now have ICT for use in the classroom and Internet access.
Because of the introduction of the new Federal State Educational Standards, the role of ICT is changing considerably from a means of communication and obtaining information to a means of learning and personal development. The standards require three levels of ICT use in general education: ICT in the curriculum and school resources, ICT in real teacher practice, and student achievement in ICT use in learning.
ICT educational resources that have been developed for schools may be divided into three groups, according to their use in the learning process. The first group includes resources that can be used in all subjects, including interactive boards, illustrations, word or graph processors, discussion boards, and concept maps. The second group includes resources developed for specific subjects, such as virtual physics or chemistry laboratories and mathematics models (e.g., geometry constructors). The last group includes electronic measuring devices, such as sensors or digitizers, which can be used for direct or indirect measurements or observations in science (e.g., illuminance sensors or electronic microscopes).