Abstract
The research is relevant as educational computer games are included in students’ mathematical activity and form additional opportunities to improve the quality of teaching mathematics in a digital school, to support the formation of the demanded professional competence - computational thinking. To form the appropriate skills that determine the essence of special computational thinking, the authors propose to include game educational spaces based on digital gamification resources into students’ mathematical activities. The research aims to resolve the contradiction between requirements of the modern economy for specialists’ high level of computational thinking and an insufficiently developed methodological base for training graduates that meets these requirements. The purpose of this research is to study the features of using gamification technologies in teaching mathematics to form the skills and abilities that make up the essence of computational thinking. The article describes directions of educational and cognitive mathematical activity based on the principles of gamification. The authors clarify the concept of “computational thinking”, which includes a system of actions for activating patterns, connections between them from human memory, and compile an effective algorithm for solving them: to obtain relevant information on advanced technological developments; to state the problem and model; to use a software product with mathematical content.
Highlights
The Relevance of the ProblemPreparing qualified personnel is one of the key areas of increasing the country’s competitiveness
The Main Provisions of the Methodology. The authors propose their own approach to the interpretation of the concept “computational thinking”. They use this term to describe cognitive activity, which involves the implementation of the following sequence of actions: activating from a person’s memory a system of objects images, connections between them; stating the problem taking into account the uncertainty of the future; developing a solution algorithm and its effective implementation by tools of the software environment
The proposed approach takes into account all the characteristic elements that determine the essence of the phenomenon “computational thinking” and constitute the basis of mathematical education
Summary
The Relevance of the ProblemPreparing qualified personnel is one of the key areas of increasing the country’s competitiveness. Formulating a problem and solving it, presented in a form that can be effectively implemented using information processing tools. Using computer devices effectively required digital tools in solving problems with mathematical content and computational thinking skills. UNESCO defines principles for using artificial intelligence in mathematics education, coding activities and forming computational thinking (Hsu, Irie, & Ching, 2019; Gault, 2019). This activity requires skills to enable everyone to code and solve problems using different algorithms. Realities of the modern educational environment require a digital schoolteacher who includes game elements and gamification services in educational and cognitive mathematical activities (Barbieri, Barbieri, & Capone, R2021; Karavaev & Soboleva, 2017; Piralova et al, 2020). Computational thinking uses logical and algorithmic approaches to formulating a problem, analyzing and solving it
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