МОДЕЛЬ ФОРМУВАННЯ ПРОФЕСІЙНОЇ ГОТОВНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ ДО ВИКОРИСТАННЯ ЗАСОБІВ КОМП’ЮТЕРНОЇ ВІЗУАЛІЗАЦІЇ МАТЕМАТИЧНИХ ЗНАНЬ
The model of formation of the mathematics teacher’s professional readiness to the use of computer visualization of mathematical knowledge
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The article suggests a model of professional readiness of the future teacher of mathematics to use computer visualization of mathematical knowledge that is based on systematic analysis of approaches to the preparation of the mathematics teacher. It is noted the preconditions that are necessary for the formation of professional readiness of the future teachers of mathematics to the use of such resources, including: informatization of society and the educational sector, society request of intellectuals, intensification of education and humanization of mathematics education, focus on personality and its competence in the chosen field. Such processes determine the specific requirements for training of mathematics teachers of the use of computer visualization of mathematical knowledge (CVMK) at professional activities as: motivation for using CVMK in teaching mathematics; possession of informatics and mathematical knowledge, operational skills and skills that ensure the effectiveness of teaching mathematics; possession of CVMK tools; availability of strong need of using CVMK for solving mathematical problems and professional goals; creative orientation of using CVMK; high reflection for implementation of CVMK. The author’s model displayed the goal of organizational and pedagogical activity, the structural components of readiness, stages of its formation, as well as meaningful and result-activity units. The model includes the diagnosis results of the training, which is based on criteria and indicators of readiness: a motivational criterion is characterized by indicators «Interest in using computer visualization of the mathematical knowledge» and «Desire to use resources of computer visualization of mathematical knowledge»; cognitive criteria – by such indicators as «The fullness of knowledge», «The depth of knowledge» and «systematics of knowledge»; technological – by such indicators «Operating skills» and «Professional skills»; reflexivity criterion – by such indicators as «The ability to self-development» and «Ability to reflection». These indicators define four levels of readiness for use computer visualization of mathematical knowledge by future mathematics teacher – passive, elementary, conscious and active.
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