Keyword: «interactive resources»

The article is devoted to the methods of studying the fundamentals of electricity and the assembly of electrical circuits in the course of robotics. Phet interactive resources, ways of using them, types of tasks, the sequence of studying concepts are considered.

The article describes the possibilities of using the Teacher Desmos interactive digital environment. Some elements of this environment are described that allow using it in teaching math. The results of a survey of students of pedagogical specialties on the use of Teacher Desmos activities in teaching various school disciplines are presented.

The article is devoted to the possibilities of using ornaments as the basis for interdisciplinary educational STEAM projects. Some elements of ornaments and their semantic characteristics are described. The article contains ways to use ornaments in projects, describes programs and tools for their implementation

The article describes the possibilities of using the Teacher Desmos digital environment for teaching mathematics in the course of mixed or distance learning. The results of an experiment on the use of the digital environment in teaching mathematical disciplines in a secondary vocational education institution are presented in the article.

Currently, there is a fundamental change in the educational paradigm. It is associated with the widespread introduction of digital educational platforms as the leading learning environment. The paradigm change is in conflict with the limited degree of students’ immersion in learning activities and insufficient level of their interaction with teachers in the context of the use of digital tools. Therefore, the authors present a study, the purpose of which is to find ways to overcome the noted problems using the example of a specific digital tool – the Teacher Desmos environment. The objective of the study is to analyze the didactic potential of the Teacher Desmos environment: to determine the areas of applicability in mathematics education, the peculiarities of using it in teaching certain sections of mathematics, scenarios and methods of application in the educational process. The proposed approach consists in identifying certain didactic properties of modern digital tools in teaching mathematics. These properties make it possible to increase the degree of immersion of students in the educational material and intensify their interaction with teachers. It is also necessary to develop appropriate scenarios for integrating digital tools into the learning process. The review of domestic and foreign studies on digital tools in mathematics is given in the article. The functionality of all the main components of the Teacher Desmos is considered: graphical, scientific and matrix calculators. The potential of the Teacher Desmos calculator in learning various branches of mathematics are analyzed. These sections include linear algebra, geometry, fundamentals of mathematical analysis, and statistics. The potential of using Teacher Desmos for illustrative and computational purposes, for checking and solving problems are analyzed. The possibilities of making and using mathematical models and simulations created in Desmos in the study of natural science disciplines are examined in the article. The possibility of integrating the created applets and models into existing learning management systems, such as LMS Moodle, is considered. The geometric tools of the Teacher Desmos environment and the built-in possibilities for organizing feedback are analyzed. Scenarios for using the Teacher Desmos in higher education are proposed in the article. These scenarios are aimed at increasing the degree of immersion of students in the educational material and intensifying their interaction with teachers. The theoretical significance of the study lies in the fact that the analysis of the didactic potential of the digital mathematical environment Teacher Desmos was made and scenarios for its integration into the educational process were proposed. The practical significance of the study lies in the fact that the integration of the proposed scenarios into the process of teaching mathematics within the modern information educational environment will increase the degree of students’ involvement in learning activities and intensify the interaction between the teacher and the student.