DIDACTIC POTENTIAL OF DIGITAL TECHNOLOGIES IN TEACHING MATHEMATICAL ANALYSIS
DOI:
https://doi.org/10.32782/academ-ped.psyh-2026-10.01Keywords:
visualization, didactic potential, students, mathematical analysis, cognitive activity, digital technologiesAbstract
The article reveals the didactic potential of digital technologies in the process of teaching mathematical analysis to higher education students. The relevance of the study is due to the need to modernize the mathematical training of future specialists, increase the visibility and accessibility of educational material, activate the cognitive activity of students and form in them the skills to critically perceive, analyze, interpret and create media content. The integration of digital technologies also creates conditions for the development of mathematical, digital and media competencies, improving the skills of independent work and organizing interactive interaction during training. The purpose of the article is to theoretically and practically substantiate the possibilities of using digital technologies when studying the basic concepts and topics of mathematical analysis. The research methodology is based on systemic, competency-based, activity-based, personally oriented and technological approaches that ensure the integrated use of digital technologies in teaching mathematical analysis. Their use contributes to the formation of mathematical, digital and media competencies, the activation of cognitive activity and taking into account the individual needs of students. The scientific novelty lies in the justification of the comprehensive use of Google Slides, Desmos and GeoGebra for the visualization of mathematical concepts, the study of function graphs, process modeling and the organization of interactive educational activities. Conclusions. Experimental testing was carried out using Google Forms. Conclusions. The results showed an increase in educational achievements and interest of students. Statistical analysis confirmed the effectiveness of the use of digital technologies in teaching mathematical analysis. The provisions on the use of digital technologies to increase the cognitive activity of students, the formation of their mathematical, digital and media competencies were further developed
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