FUNDING OF KNOWLEDGE IN THE PROCESS OF STUDYING MATHEMATICAL CONCEPTS BY MEANS OF DIGITAL TECHNOLOGIES IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS
DOI:
https://doi.org/10.31110/2413-1571-2021-032-6-009Keywords:
training of future teachers of mathematics, digital technologies, finite sums, methods of summation, anti-difference operator, professional mathematical disciplines, mathematical conceptsAbstract
Formulation of the problem. Taking into account the principle of funding knowledge in the study of professional mathematical disciplines in the process of studying basic mathematical concepts gives the student the opportunity to choose an individual educational trajectory and the specifics of future professional activity. In this regard, the mathematical education of the future teacher of mathematics now needs qualitative changes. Digital technologies provide ample opportunities to modernize the training of future mathematics teachers.
Materials and methods. System analysis of scientific, educational and methodical literature; comparison and synthesis of theoretical positions; generalization of own pedagogical experience and experience of colleagues from other institutions of higher education, some general mathematical and special methods of difference calculus.
Results. The article considers the peculiarities of knowledge funding in the process of studying mathematical concepts during the development of mathematical activities in various mathematical courses by means of digital technologies in the training of future mathematics teachers on the example of one of the most universal methods of finding finite sums. , which is a discrete analogue of integration. This method is illustrated by a sufficient number of examples of finding finite sums, which confirm the universality of this method for a fairly wide class of sequences. It is important that students master the pervasive idea of using universal methods of finding finite sums, which is based on the concepts and tools of difference calculus, rather than their specific implementation and cumbersome calculations. We believe that it is advisable to supplement the technology of teaching professional mathematical disciplines in higher education with leading specialized software in mathematics.
Conclusions. The implementation of this approach will allow future teachers of mathematics to form knowledge and ideas about interdisciplinary links in school mathematics, the possibility of using digital technologies in the study of school mathematics, develop skills to collect, analyze, transmit mathematical information, use software and hardware devices for collecting, processing, storing and transmitting information, evaluate and select digital technologies for the organization of the educational process in mathematics, awareness of the possibilities of the information environment to ensure the quality of the educational process in the New Ukrainian school.
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