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1

ПРО РЕФОРМУВАННЯ ВИЩОЇ ПЕДАГОГІЧНОЇ ОСВІТИ В ГАЛУЗІ МАТЕМАТИКИ

100%
Семеніхіна О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
247-353
EN
The article points out the need to reform higher education associated with the preparation of future mathematics teachers. The impact of information technologies on the learning process, the rapid development and continuous updating of software in the field of mathematics, which leads to a shift in emphasis toward competency is indicated. The conclusions about the necessity of developing and implementing new integrated courses on computer mathematics and special courses for the study of computer mathematics systems (CMS) are made. The transition of the society to a new stage of its development requires mathematics teaching reforming, which is adequate to the logic of the computer revolution. In other words, we should organize a system of mathematical preparation of young people for life in the modern world, that they not only have some knowledge in mathematics, but can operate this knowledge on the production of new knowledge with the help of methods of mathematics and drawing on the potential of information technologies. The author shows the growing contradiction between the paradigm of mathematical training that changes in the conditions of transition to the information society, the increased capacity of tools and applied information technologies to work in the sphere of mathematics and mathematics education, modern tendencies of reforming the system of education, on the one hand, and the real state of the methodological system, which does not fully provide for the development of a modern level of mathematical, technological and methodological competence of future teachers of mathematics in their active expression, on the other hand. CMS in the modern information society has become a popular tool in solving many problems of life, and together with deepening the knowledge and practical skills of work with computer facilities «the density» of the use of specialized mathematical computer tools will grow. It makes to fill more and more both traditional school mathematics and a subject base of teachers of mathematics with courses, methods, and skills of using CMS through a separate compulsory training course.
2

МОДЕЛЬ ФОРМУВАННЯ ПРОФЕСІЙНОЇ ГОТОВНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ ДО ВИКОРИСТАННЯ ЗАСОБІВ КОМП’ЮТЕРНОЇ ВІЗУАЛІЗАЦІЇ МАТЕМАТИЧНИХ ЗНАНЬ

100%
Семеніхіна О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
143-149
EN
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.
3

ТЕХНОЛОГІЯ НАПРАЦЮВАННЯ ВМІНЬ ВИКОРИСТОВУВАТИ КОМП’ЮТЕРНИЙ МАТЕМАТИЧНИЙ ІНСТРУМЕНТАРІЙ У СИСТЕМІ ПІДГОТОВКИ ВЧИТЕЛЯ МАТЕМАТИКИ

63%
Семеніхіна О., Друшяк М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
298-305
EN
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.
4

ПРОГРАМИ ДИНАМІЧНОЇ МАТЕМАТИКИ ЯК ЗАСОБИ КОМПЬЮТЕРНОЇ ВІЗУАЛІЗАЦІЇ МАТЕМАТИЧНИХ ЗНАНЬ: АНАЛІЗ ТЕРМІНОЛОГІЧНОГО ПОЛЯ

63%
Семеніхіна О., Друшляк М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
383-389
EN
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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