Studying dynamic mathematics software in the professional training of teachers of computer science, mathematics, and IT specialists

Studying dynamic mathematics software in the professional training of teachers of computer science, mathematics, and IT specialists

The article deals with the need to study dynamic mathematics software by future mathematics teachers, informatics teachers, and IT-specialists. Emphasis is placed on the ability to organize an effective learning process using dynamic mathematics software. The authors raise the issue of practical tra...

Full description

Saved in:
Bibliographic Details
Published in:2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO) pp. 598 - 602
Main Authors: Shishenko, I. V., Shamonia, V. H., Loboda, V. S., Punko, V. V., Khvorostina, Yu. V., Voitenko, A. A.
Format: Conference Proceeding
Language:English
Published: Croatian Society MIPRO 28-09-2020
Subjects:
DMS
dynamic mathematics software
mathematics preparation
professional preparation
professional preparation of teachers IT-specialty
studying dynamic mathematics software
using DMS
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The article deals with the need to study dynamic mathematics software by future mathematics teachers, informatics teachers, and IT-specialists. Emphasis is placed on the ability to organize an effective learning process using dynamic mathematics software. The authors raise the issue of practical training of mathematics teachers, students of specialty 014 Secondary education (Mathematics, Informatics), and 122 Information's Technology of Makarenko Sumy State Pedagogical University (Ukraine), an integral part of which is the formation of skills of mathematical objects cognitive modeling. Examples of tasks aimed at developing knowledge and ability to use the tools of dynamic mathematics software in the future professional activity-are given. It is noted that the formation of such skills occurs, in particular, when writing a text of a lesson fragment using dynamic mathematics software, with its subsequent presentation and discussion. The dynamic of qualitative changes in the content of the laboratory work is shown.
ISSN:2623-8764
DOI:10.23919/MIPRO48935.2020.9245387