Abstract
The paper analyzes the possibility of realization of the principle of individualization of mathematics teaching in the didactic system of teaching with the help of computers. In addition to the presentation of the function of computers in this teaching system and the student - computer - teacher relationship, some important characteristics of educational software in mathematics teaching are given. The presented analysis, based on the current level of development of information technologies, computers, educational software, the internet, their role and place in the teaching process, should show that computer-assisted teaching fully encompasses all static and dynamic parameters of individualization, ie. that it is a didactic system in which the individualization of teaching can be achieved. The primary use of educational tools for mathematical purposes is quality verification of results. There are various tools for developing student logic based on interactivity. Mathematically educational tools are designed for innovative, interactive and dynamic learning in a variety of areas of mathematics. This paper aims to describe the application of educational tools with which can develop interactivity and help pupils and students understand better, more clearly mathematics and to understand that it is all around us, that it is our everyday life.
Highlights
One of the most significant problems that accompany traditional mathematics teaching, as well as teaching in general, is in its organization, in which mathematics curricula, teaching methods and teaching conditions are the same for all students. [1] Namely, the curriculum, teaching methods, teacher's approach to students, are adapted to the imagined "average" student
Adapting the teaching of mathematics to the possibilities of each individual student - individualization of teaching, becomes one of the basic issues of modern teaching of mathematics. It is widely accepted among modern didactics that the individualization of teaching is a "permanent innovation" (Mandic, 1995), as well as that "the most significant innovative force that affects the development and modernization of teaching is contained in the choice of ways and procedures of individualization." 2003, 68), which means that the principle of individualization of teaching is one of the most important requirements of modern teaching
[7] These specifics are conditioned by the need for educational software to be appropriate to the goals and tasks of teaching mathematics, age of students, teaching content, type of class, as well as didactic principles and teaching methods
Summary
One of the most significant problems that accompany traditional mathematics teaching, as well as teaching in general, is in its organization, in which mathematics curricula, teaching methods and teaching conditions are the same for all students. [1] Namely, the curriculum, teaching methods, teacher's approach to students, are adapted to the imagined "average" student. [1] Namely, the curriculum, teaching methods, teacher's approach to students, are adapted to the imagined "average" student. Adapting the teaching of mathematics to the possibilities of each individual student - individualization of teaching, becomes one of the basic issues of modern teaching of mathematics It is widely accepted among modern didactics that the individualization of teaching is a "permanent innovation" (Mandic, 1995), as well as that "the most significant innovative force that affects the development and modernization of teaching is contained in the choice of ways and procedures of individualization." 2003, 68), which means that the principle of individualization of teaching is one of the most important requirements of modern teaching. The student takes on a new role - the student is an active subject in the teaching process. [2]
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