Keyword: «mathematics teaching»

The article is devoted to the questions of mathematics teaching to the students that are specialized in economy fields. The author proposes to introduce the new mathematical conceptions by giving an economical model example. The offered method allows students not only to become proficient in mathematics but also to learn the practical benefit of abstract mathematical conceptions studying. The students gain in addition some experience in creation, analysis and application of the economical phenomena models.

The paper presents the structure and content of the additional secondary (general developmental) of the course “Mathematics in the Natural Sciences” for students of 7–9 grades. The program is considered from the standpoint of the organization in an educational institution for Continuous Mathematical Education in the relationship of basic and additional educational programs for students of all profiles, in particular students in classes with intensive study of natural sciences (biology, chemistry). Also draws attention to the possibil-ity of including in the course of research projects of students of an interdisciplinary nature.

The paper presents the author’s experiences in formation ideas about the possibilities of the axiomatic method in the process of construction and investigation of mathematical models in an integrated course of mathematics for 10th grade students. Starting from the consideration of vector sets on the plane jointly with linear operations, a method to introduce a system of linear space axioms is presented. The development of models for the internal laws of mathematics is illustrated by investigation the system of natural numbers extensions to the system of integers and rational numbers.

The article examines the educational opportunities of the Stepik and GeoGebra platforms in the context of teaching mathematics. The resources that provide structuring of educational material, organization of independent work of students, control of educational achievements and visualization of mathematical objects are analyzed. Particular attention is paid to comparing the functions of both platforms and determining their pedagogical potential in the educational process. It is concluded that the integrated use of Stepik and GeoGebra contributes to improving the effectiveness of teaching mathematics by combining step-by-step support of educational activity and dynamic visualization.