Overview of computer technologies used in descriptive geometry teaching

Ваванов,; Vavanov, D.; Иващенко,; Ivashchenko, Andrey

doi:10.12737/792

Geometry &Amp; Graphics

2013

DOI: 10.12737/792

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Overview of computer technologies used in descriptive geometry teaching

Ваванов Ваванов¹,

D. Vavanov²,

Иващенко Иващенко³

et al.

Abstract: The problem related to adequate use of computer technology and the Internet as supporting tools in the descriptive geometry course is arising in connection with the spread of distance learning practice in different disciplines. The analysis of computer tools used for teaching the students of technical high educational institutions in descriptive geometry is offered in this paper. The classification of used computer means according to learning material assimilation has been cited.

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Geometric Education’s Problems Displaying in the “Geometry and Graphics” Journal

Sal'kov¹

2020

Geometry &Amp; Graphics

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The “Geometry and Graphics” journal is celebrating its eight-year birthday in 2020. It was set up in 2012. From the moment of its set up until 2016, it was the first period of the journal's life, when pedagogical papers were published three times more than the geometrical ones. In 2016 the journal was put in the list of the State Commission for Academic Degrees and Titles in specialties 05.01.01 and 13.08.00. It was the second period in the journal's life. The number of scientific and pedagogical papers have become approximately equal, which indicates a more careful selection of papers for publication in the journal, as well as introduction the apparatus for independent peer review sorting out papers not falling outside the level of the State Commission for Academic Degrees and Titles’ journal. In 2018 the specialty 13.08.00 was removed, only Engineering Geometry and Computer Graphics remained – the third period in the journal's life began, which was characterized by a sharp fall in the number of pedagogical papers, and little wonder. This trend has been demonstrated in the present paper. As a result, if in the first period pedagogical papers in the journal were equal to 3/4 of papers’ total number, in the third period pedagogical papers number had become only 1/4, that is, had decreased by 3 times. From 2019 (No. 4) Pedagogy has returned to the journal – the fourth period has started. Now in the journal there were two specialties again. When the pedagogical direction was again included in the list, the situation related to publication of pedagogical papers in the journal improved, and on the example of three recently published journal numbers, we can say that they began to publish in the journal technical and pedagogical papers in equal measure. This paper aims to show to the reader the scope of pedagogical issues in papers published in the journal and related to geometric education.

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Geometric Education’s Problems Displaying in the “Geometry and Graphics” Journal

Sal'kov¹

2020

Geometry &Amp; Graphics

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Quality of Geometric Education in Various Approaches to Teaching Methods

Sal'kov¹

2021

Geometry &Amp; Graphics

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In the 2017-18 and 2018-19 academic years, in Moscow State Academic Art Institute named after V.I. Surikov a two-year experiment for architecture students on determination variances in different approaches to teaching methods for geometric education was conducted. The experiment was caused by the fact that many teachers believe that if there are computers in the Institute, it is necessary to use graphic programs as soon as possible – immediately introduce students to work on the computer even without allocating hours for this. No one wants to prevent implementation of computers, but we must not forget some nuances related to high technology. As in any case connected with complex hardware unknown for future users, here at the University, at the beginning it is also necessary to teach students how to work with the graphics program itself, and only then allow them perform geometric problems. You can give such an example: put an untrained person at the control panel of interceptor missiles and force him to shoot down a border trespasser in combat conditions. They will notify us that we are engaged in voluntarism. However to put an untrained student at a computer and forcing him to solve a purely geometric problem immediately is not voluntarism. Is it? The experiment had showed that a student, even if he knows how to solve a particular problem, is not ready at all to perform it immediately on a computer in a graphic software. He begin to lose a lot of time getting familiar with the program and only after obtaining at least a minimum of knowledge about working with this program becomes ready to start the task.

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Overview of computer technologies used in descriptive geometry teaching

Cited by 2 publications

References 0 publications

Geometric Education’s Problems Displaying in the “Geometry and Graphics” Journal

Geometric Education’s Problems Displaying in the “Geometry and Graphics” Journal

Quality of Geometric Education in Various Approaches to Teaching Methods

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