Open AccessEffectiveness of using visualization in mathematics lessons
Author(s) -
Ludmyla Mykolayivna Skotnikova
Publication year - 2020
Publication title -
ìnženernì ta osvìtnì tehnologìï v elektrotehnìčnih ì komp'ûternih sistemah
Language(s) - English
Resource type - Journals
ISSN - 2307-9770
DOI - 10.30929/2307-9770.2020.08.04.07
Subject(s) - visualization , interactivity , memorization , mathematics education , computer science , perception , psychology , multimedia , artificial intelligence , neuroscience
The transformation of classical educational forms in the conditions of step-by-step implementing the Conceptual Principles “New Ukrainian School”, in particular, through using educational material’ visualization is researched. The purpose of the study is to analyze visualization as a methodological technique during mathematics lessons in secondary educational institutions. An empirical study of visualization as a methodological technique for lessons’ effectiveness was carried out by means of an online questionnaire using Google forms service. The purpose of questionnaire was to determine frequency of visualization using in mathematics lessons, positive effects of visualization, as well as to clarify the problems associated with its use. Analysis of the results of the questionnaire indicates that this methodological technique is actively used in the educational activities of Poltava region secondary educational institutions teachers. Due to an analytical prioritization of the positive effects of visualization using in mathematics lessons it’s showed that teachers note time saving and information saturation as the main benefits. Much less priority is given to such advantages as facilitating perception and memorization, as well as interactivity, which are of particular importance for senior students. It is concluded that such characteristics of respondents as the geography of educational institutions where survey participants work, as well as branches (mathematical knowledge groups), which include single parts of mathematics, were irrelevant in the aspect of using visualization as a methodological technique when conducting math lessons. The practical value of the study is due to the fact that its results can be used in lessons on other associated subjects related to didactics and methods of teaching mathematics. The results of monitoring the visualization in mathematics lessons at Poltava region secondary educational institutions can be used in further empirical studies on this field.