ПРОГРАМИ ДИНАМІЧНОЇ МАТЕМАТИКИ: КІЛЬКІСНИЙ АНАЛІЗ У КОНТЕКСТІ ПІДГОТОВКИ ВЧИТЕЛЯ МАТЕМАТИКИ

Olena V. Semenikhina; Maryna H. Drushliak

doi:10.33407/itlt.v48i4.1253

Vol. 48 No. 4 (2015), The methodology, theory, philosophy and history of the use of ICT in education

Vol. 48 No. 4 (2015)

DYNAMIC MATHEMATICS SOFTWARE: A QUANTITATIVE ANALYSIS IN THE CONTEXT OF THE PREPARATION OF MATH TEACHER

The methodology, theory, philosophy and history of the use of ICT in education

Published 2015-09-16

Olena V. Semenikhina⁺⁻
Maryna H. Drushliak⁺⁻

Olena V. Semenikhina

A. S. Makarenko Sumy State Pedagogical University, Sumy

Maryna H. Drushliak

A. S. Makarenko Sumy State Pedagogical University, Sumy

PDF (Ukrainian)

Keywords

DMS
preparation of math teacher
math teacher’s computer tools
the sign test
pedagogical experiment

How to Cite

[1]

O. V. Semenikhina and M. H. Drushliak, “DYNAMIC MATHEMATICS SOFTWARE: A QUANTITATIVE ANALYSIS IN THE CONTEXT OF THE PREPARATION OF MATH TEACHER”, ITLT, vol. 48, no. 4, pp. 35–46, Sep. 2015, doi: 10.33407/itlt.v48i4.1253.

Abstract

The results of the pedagogical experiment to clarify the number of dynamic mathematics software, which modern math teacher should know, are described.Quantitative results of the questionnaire survey of math teachers concerning the use of DMS in the learning process are given. Thus, the preferences of the teachers are software Gran and GeoGebra, the preferences of the students are software GeoGebra and MathKit. It is noted that math teachers in determining the number of DMS, which they should know and be able to use in the future, notice 3-5 DMS and students, future math teachers, notice 5-7 DMS. Statistical processing of the results was made based on the sign test. It allowed to justify the conclusion, that the study of 5 DMS is needed, at the significance level of 0.05.

PDF (Ukrainian)

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