ТЬЮТОРСЬКИЙ СУПРОВІД НАВЧАННЯ МАТЕМАТИКИ ЗАСОБАМИ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ

Kateryna P. Osadcha

doi:10.33407/itlt.v61i5.1693

Vol. 61 No. 5 (2017), ICT and learning tools in vocational education and training

Vol. 61 No. 5 (2017)

TUTOR SUPPORT OF TEACHING MATHEMATICS WITH INFORMATION AND COMMUNICATION TECHNOLOGIES

ICT and learning tools in vocational education and training

Published 2017-10-31

Kateryna P. Osadcha⁺⁻

Kateryna P. Osadcha

Melitopol State Pedagogical University named after Bohdan Khmelnytskyi, Melitopol

http://orcid.org/0000-0003-0653-6423

PDF (Ukrainian)

Keywords

tutor
mathematics
information and communication technologies
Internet resources
mobile applications

How to Cite

[1]

K. P. Osadcha, “TUTOR SUPPORT OF TEACHING MATHEMATICS WITH INFORMATION AND COMMUNICATION TECHNOLOGIES”, ITLT, vol. 61, no. 5, pp. 36–49, Oct. 2017, doi: 10.33407/itlt.v61i5.1693.

Abstract

The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT). The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile applications in mathematics (simulators, games, generators of example, assistant programs, training complexes, calculators). In accordance with the student age categories mathematical information and communication technologies are divided into three groups: for elementary school students, secondary school students and high school students. The basic ICT tools for teaching mathematics are outlined. The algorithm for constructing tutorial classes with their application is presented.

PDF (Ukrainian)

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