Computer visibility in learning mathematics

  • Denis A. Denisovets Mogilev State A. Kuleshov University, 1 Kasmanaŭtaŭ Street, Mahilioŭ 212022, Belarus
  • Viktor V. Kazachenok Belarusian State University, 4 Niezaliežnasci Avenue, Minsk 220030, Belarus

Abstract

The essence of computer visualisation as an active form of student activity in the process of teaching mathematics is revealed, taking into account the psychophysiological capabilities of a person. It is shown that the conscious assimilation of mathematical methods and understanding of formulas is impossible when relying only on the logical component of thin­king. The article analyses the understanding assimilation of mathematical material with visual-model teaching based on the principle of modelling, considered as the highest level of the principle of visibility. The levels of cognitive visualisation on the monitor screen, used to compress and transform educational information, are highlighted: data visualisation; visua­lisation of information; visualisation of knowledge. The results of an experimental study of the effectiveness of computer visualisation are presented.

Author Biographies

Denis A. Denisovets, Mogilev State A. Kuleshov University, 1 Kasmanaŭtaŭ Street, Mahilioŭ 212022, Belarus

senior lecturer at the department of methods of teaching mathematics, faculty of mathematics and natural sciences

Viktor V. Kazachenok, Belarusian State University, 4 Niezaliežnasci Avenue, Minsk 220030, Belarus

doctor of science (pedagogy), full professor; head of the department of computer technology and systems, faculty of applied mathematics and computer science

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Published
2022-01-04
Keywords: computer visualisation, cognitive visualisation, teaching mathematics, information technology
Issue
No 2 (2021): University Pedagolgical Journal
Section
Methodics and Modern Educational Technologies