Application of Computer Mathematical Tools in University Training of Computer Science and Mathematics Pre-service Teachers

Abstract

The requirements for the training of mathematics and computer science teachers to use specialized mathematical software in professional activities are substantiated in the article. Among them: the ability to creatively choose the forms and methods of teaching for the use of specialized software; ability to find non-standard or creative mathematical problems; ability to make an informed choice of specialized software; ability to see possible ways to check the result obtained by the pupil; the ability to eliminate common mistakes when pupils use computer tools, etc. The specialized mathematical software, which is used today in mathematical training of mathematics and computer science teachers in Ukraine, has been specified. The specialized mathematical software which is used today for teaching mathematics in schools of Ukraine is given. The analysis of computer tools used by the teacher in the most common mathematical software is carried out. The most urgent problems faced by mathematics teachers in their professional activities are highlighted. The experiment with ninth-grade pupils proved the positive impact of using dynamic geometry software and appropriate mathematical tools on the level of pupils’ mathematical training, which is reason to talk about the importance of computer science and mathematics pre-service teacher training to involve such tools in professional activities. Prospects for further research in the direction of developing methods for using computer mathematical tools in a research-based learning environment are presented.

Applying Dynamic Geometry Environment Software as a Visualization Tool for Teaching Planimetry Construction Tasks

“…The involvement of intelligence maps in the study of geometric transformations methods made it possible to present information about the particular method in a form that requires minimal time and resources for its perception, analysis and understanding. The time tape was used when considering issues related to Lobachevsky geometry models, as well as in the process of creating a chronology of work on projects [26]. During the formative experiment, students were shown the developed 3D models of Lobachevsky geometry, virtual and augmented reality (VR and AR) technologies were used, which contributed to a better understanding of the three-dimensional shape of surfaces by students.…”