Using the Smath Computer Package in School Mathematics Lessons

The aim of the paper is to develop a methodological approach to the implementation of the professional computer package SMath Studio (hereinafter SMath) in mathematics lessons at school. The research was based on the authors’ experience of using this package in higher education, which is proposed to be adapted for school education. There are several reasons why such a methodology is relevant. Firstly, the introduction of digital tools into teaching activities at school in recent decades requires students to develop skills in using a computer as a tool for research activities. Secondly, it is necessary to reduce the gap between educational problem solving and real scientific work, which can be achieved by using a professional SMath package in lessons rather than a training program. Thirdly, there is a need for new methods of stimulating cognitive and motivational qualities of schoolchildren (especially low-achieving ones) in the classroom. The article describes ways to solve these problems by using the SMath package in mathematics lessons.

Methods. The method of comparative analysis of situations that cause difficulties for students in mastering basic educational skills when studying mathematics at school was used. Based on this analysis, a selection of examples was chosen for which the advantage of using the SMath package was the most obvious. When solving equations, the schoolchildren directly implemented the visualization method using SMath graphical tools. When solving a geometric problem, they used a mathematical modeling method.

Results. The paper presents methodological approaches of using the SMath computer package in mathematics lessons to solve algebra and geometry problems of various levels of complexity. Scenarios for the application of the package are proposed to develop both basic computational skills and the fundamental skills of solving equations and constructing function graphs. Examples include linear equations and their systems, quadratic equations, equations containing modules, and text problems leading to the construction of equations. A solution to a geometric problem in the SMath environment is given in several ways, including as an engineering problem using units of measurement. The possibility of using an elementary and at the same time diverse SMath toolkit is demonstrated, while problems intended for classes with in-depth study of mathematics are noted. Numerous examples of the graphical capabilities of the package implemented directly by students are given. This significantly increases the awareness and clarity of perception of the material by schoolchildren. In the process of using the package for solving equations, scientific issues in the field of numerical methods are touched upon, which allows stimulating research activities of pupils. The prospects for using the SMath package in school mathematics education are indicated.

Conclusion. The uses of the computational and graphical capabilities of the SMath computer package described in the article can provide both significant assistance to the teacher in preparing for classes and contribute to a more interested and conscious perception of the educational material by schoolchildren. The development and implementation of various scenarios for using the SMath package in mathematics lessons at school will advance teaching to another level, corresponding to current trends in digitalization in education, as well as stimulating the cognitive and motivational qualities of students, encouraging them to investigate further.

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