2015 | 6(50) | 298-305
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Technology of the development of skills to use computer mathematical tools in the system of math teachers’ preparation
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The analysis of dynamic mathematics software (DMS) suggests the presence of a large number of computer tools to support the solving of mathematical problem. A computer mathematical tool is the algorithm of the software or the software itself, which is used to create or investigate mathematical objects or their components using numerical or geometric characteristics of the objects. The possession of these tools is a necessary feature of the professional math teacher. That is why the technology of the development of skills to use it is an urgent problem, which must be solved during the study of special courses. Authors tested the traditional methods of teaching of the special course «Computer Applications in the Study of Mathematics», which is provided by the curriculum of the preparation of the math teacher in A. S. Makarenko Sumy State Pedagogical University. The main tasks of the course are formation of skills to solve typical problems of school mathematics with the use of computer tools; formation of complete computer mathematical tools as a means of studying; formation of skills to select a right computer tool; formation of skills to choose the best mathematical computer tool for the visualization of conditions, for the step-by-step demonstration of the solution, for producing faster results, for checking the answer. This technology of the development of skills to use a computer tool, which turns out to be effective, is described on the example of the study of the topic «Geometric transformation on the plane». The students are divided into 4 working groups (according to the number of DMS that are studied (for example, Gran2d, The geometer’s SketchPad, GeoGebra, MathKit). Each group is asked to solve the same problem in the selected DMS. Each group shows the solution of the problem or its absence or inability. Then each of the proposed solutions is discussed in details. The advantages and the disadvantages of the selected computer tools and the tools themselves are determined. The attempt to draw a conclusion about the rational choice of DMS and computer tools that were used in solving this problem is made. Students returned to the solution of identical problems after discussion and filled in the comparison table. This study technology is used for the last three years. Its effectiveness was checked according to the Wilcoxon-Mann-Whitney test at the significance level of 0.05.
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