No abstract

Author’s methodology of forming modeling skills involves 4 steps: Step 1 – the teacher step by step constructs the curve by means of cloud based service GeoGebra; Step 2 – the teacher offers a description- definition of the curve and provides a ready-made algorithm by which students model the curve inde- pendently in GeoGebra; Step 3 – the teacher offers an algorithm for constructing a curve model, and students need to characterize the properties of the curve or give its definition based on the results, Step 4 – students are offered definitions of curves that they have to model in GeoGebra). An example of realization of the author’s methodology is given, the pedagogical experiment on proof of its effectiveness is described.

No abstract

The article contains general information about the use of specialized mathematics software in the preparation of math teachers. The authors indicate the reasons to study the mathematics software. In particular, they analyze the possibility of presenting basic mathematical courses using mathematical computer tools from both a teacher and a student, argue in favour of using software instead of traditional paper-and-board style. The special course of the study of mathematics software (main tasks of the course are disclosed; knowledge and skills that students should possess on completion of their studies are dedicated; content of computer workshop is detailed) is briefly described. Also the authors give a detailed solution and its methodic basis of typical problem with the use of the SCM Maple. The typical errors which made by students in the use of specialized mathematics packages are characterized. Author's own experience of teaching computer workshop of the study of mathematical computer tools by the students of Sumy State Pedagogical Makarenko University is presented and analyzed.

The article reveals the issue of the appropriateness of training pre-service mathematics teachers to use the techniques of mnemonics in professional activities. This issue is caused by the intensification of the educational process, when the amount of information accumulated by mankind is many times greater than the amount of knowledge that can be learned by a particular person. It is established that in the process of teaching mathematics, mnemonics should be used as a way of perceiving new information due to the formation of associative connections using special methods and techniques. The expediency of training pre-service mathematics teachers to use various methods of mnemonics (“Binding”, “Transformation”, “Amplification”) is substantiated. A positive attitude of mathematics teachers towards the use of mnemonics techniques was revealed, as well as a low level of students' understanding of the advisability of using mnemonics techniques in professional activities. The classification of software used to create visual models is presented. A training was developed and introduced into the practice of university education on the development of mnemonic techniques for the presentation of educational mathematical material. The prospects of scientific research through the development of methodological support for the training of pre-service mathematics teachers to use the techniques of mnemonics in professional activities are determined.