Vestnik of Northern (Arctic) Federal University.
Series "Humanitarian and Social Sciences"
ISSN 2227-6564 e-ISSN 2687-1505 DOI:10.37482/2687-1505

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Implementation of the Cognitive-Visual Approach Using GeoGebra Interactive Geometry Software. P. 144–149

Section: Pedagogics. Psychology

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UDC

371.335:51

Authors

Erilova Evgeniya Nikolaevna
Postgraduate Student, Institute of Mathematics, Information and Space Technologies, Northern (Arctic) Federal University named after M.V. Lomonosov (Arkhangelsk, Russia)
e-mail: e.n.erilova@narfu.ru

Abstract

This article proves the importance of the cognitive-visual approach in teaching university students learning mathematics and construction, looks at the essence of this approach and its implementation in teaching a university course in mathematics using software products for educational purposes. In addition, the paper dwells on the features of such software products as Cabri Geometry, C.a.R., GeoGebra, and GeoNext and their relevance for learning various topics within the mathematics course. Among the above teaching and learning programs, GeoGebra is especially notable. This interactive geometry, algebra, statistics and calculus application was developed by the Austrian mathematician Markus Hohenwarter. The program allows one to create visual representations of various mathematical objects, which is important for learning mathematics. The article comments on the features distinguishing GeoGebra from other teaching and learning software products, describes its abilities in detail and provides examples of how to use this application to display isomorphic relationships between the branches of higher mathematics. The features of GeoGebra can be used to study various topics within the university course in mathematics, especially when it comes to teaching its first three branches (linear algebra, vector algebra and analytical geometry) as an integrated Linear Mathematics Module using a variety of isomorphic relationships between particular mathematical structures of the above branches. In addition, the paper identifies the positive aspects of using software products at the university level, both for teachers and students.

Keywords

cognitive-visual approach, interactive geometry application, GeoGebra

References

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