ПРОГРАМИ ДИНАМІЧНОЇ МАТЕМАТИКИ ЯК ЗАСОБИ КОМПЬЮТЕРНОЇ ВІЗУАЛІЗАЦІЇ МАТЕМАТИЧНИХ ЗНАНЬ: АНАЛІЗ ТЕРМІНОЛОГІЧНОГО ПОЛЯ
Dynamic mathematics software: analysis of terminology field
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The article concerns the issues of interpretation of terms related to information support for the teaching of mathematics, in particular, the concept of “dynamic mathematics software”, “dynamic geometry software”, “interactive geometry environment” and the relationship between them are analyzed. The authors used such theoretical methods of research, as analysis, comparison and generalization of scientific positions in the psychological and educational literature of native and foreign authors, including electronic editions and Internet resources. Based on the conducted analysis the authors formulate a definition of the term “dynamic mathematics software” as a means of computer visualization of mathematical knowledge, which, according to the authors, most correctly reflects the essence of the research subject. Dynamic mathematics software (DMS) is software that provides for dynamic manipulation of various mathematical including geometrical objects and the possibility to get information about their properties. Such mathematics software should be separated from systems of computer mathematics and computer algebra systems, because other functions are implemented in the last and the mechanism of visual transformations is not provided by them. The defining characteristics of this software are the interactivity and dynamic manipulation of mathematical objects with their good visualization. In this interpretation of this term groups of DGS, DGS, IGS are automatically included in the group of DMS. The arguments in favor of the use of DMS among other mathematics software are given and the importance of mastering software is justified. It is noted that the use of DMS shifts the emphasis in the teaching of mathematics, allowing to move away from the finding of simple numeric result and bringing learning to experiential search for relations, comparative analysis of the possible answers, interpretation of results and critical view on its application. Taking into account the fact that high-quality mathematics education is influenced by good teachers the authors believe that training of the modern teacher of mathematics must provide for the formation of readiness to use DMS as a means of computer visualization of mathematical knowledge in professional activity.
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