Implementation of information and communication technologies in mathematics teaching and its role in interactive learning

Анотація

The modern educational system is undergoing a transition toward the development and use of information and communication technologies in education. In this field, numerous research studies are being conducted both in Azerbaijan and abroad. With the emergence of computers and their application in educational institutions, the teaching process gradually began to change. According to theory, computerization should not only contribute to the development of students’ personalities and creative abilities but also fundamentally transform the entire educational technology. The implementation of information and communication technologies in education leads to a significant restructuring of the educational process and, as a result, to the development of appropriate methodological support for the use of computer technologies at all levels of education. The information technologies used in mathematics should help students comprehensively master mathematical tools and strive to apply these tools to problems in physics and technology. The current stage of purposeful and consistent reforms in Azerbaijani education sets new and higher requirements for teachers to master modern teaching methods and technologies, as well as for their overall professional and methodological training. In order to prepare teachers who meet these requirements, intensive research is being conducted in higher pedagogical institutions to improve the forms and methods of organizing instruction. These studies can be divided into two groups: the first concerns general problems of teacher training, while the second addresses issues related to teacher preparation in specific subjects. In general, a number of studies have been conducted on teachers’ professional training, the formation of personal qualities in professional activities, and the development of professional and special skills. The problem of improving the quality of teaching mathematical disciplines belonging to the group of fundamental subjects is frequently discussed in modern methodological publications. However, the reasons for students’ low levels of knowledge often remain overlooked; the subjects, courses, and sections that are poorly mastered by students are not identified and no specific teaching methodologies are developed to address these deficiencies. Therefore, the development of teaching methodologies for subjects, courses and sections within courses is considered one of the current issues. All of the above directly applies to the Higher Mathematics course, which is regarded as one of the fundamental mathematical disciplines in the training of mathematics teachers at higher pedagogical institutions. The Higher Mathematics course occupies an important place in the curriculum for future mathematics teachers, as it serves as a foundation for studying other mathematical disciplines, enables a deeper understanding and mastery of these subjects and plays a crucial role in developing students’ general intellectual level and worldview. Higher Mathematics, among the series of mathematical disciplines, is distinguished by its operations with more complex and multifaceted concepts and propositions. By its nature, Higher Mathematics allows for broad generalizations, the derivation of conclusions and the unification of various studied processes into a single form through the use of a system of universal methods and rigorous mathematical concepts that enable the modeling of different processes and their applications across various fields of knowledge. Therefore, improving the methodological system for teaching this discipline is essential. At the same time, it is well known that in recent decades the volume of information has been increasing rapidly. Under such circumstances, the study of new ways and means of enhancing the efficiency of the teaching process aimed at improving the mathematical training of future mathematics teachers remains an important issue to be addressed.