ANALYSIS OF TEACHING METHODS WITH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE STUDY OF HIGHER MATHEMATICS BY TECHNICAL STUDENTS

The researchers of methodological tools for differentiation of training higher mathematics at technical universities are chosen different methods approach to teaching mathematics, which provides the organization of mastering the content of professionally directed training of mathematics preparation students through the introduction of a teaching productive learning method. To identify methodological features of using productive learning methods of training higher mathematics engineer students at technical universities. We can’t underestimate the important role of mathematical training in the professional development of personality of the students in technical universities. Objectives of higher technical education is to produce creative person, able to work in a rapidly changing environment. Therefore, the use of productive learning methods of training higher mathematics engineer students at technical universities such as project method, multilevel studies, case-method, method teaching in groups, training in cooperation, the method portfolio, the method of problem-based learning, heuristic method, research training and so contributes to personal development, able to quickly make the right decisions. The author analyzed, examined the particular use of productive learning methods as multi-level learning, method of teaching in groups, training in cooperation, heuristic method, problem-based learning. The features of these methods use the example parts of Mathematics «Indefinite and definite integrals». Of the proposed methods of teaching higher mathematics promotes students' cognitive activity, ability to work independently with new information, the ability to analyze data subcritical. These methods can be used in the process of learning about blended learning model both individually and in combination with each other. Are the same methods the teacher can use in different ways, directing the activities of students or to reproduce previously acquired knowledge (reproductive activities) or meet new independent learning tasks (creative activity).