Methodological approaches to overcoming learning losses in the topic "Logarithmic function" through interactive learning tools

In the article we reveal the influence of methodical training of the future teacher of mathematics on the development of logical thinking of future teachers. We substantiate that the effectiveness of the development of logical thinking of students in mathematics lessons depends on the quality of methodological training of mathematics teachers in the free economic zone. Our experience in training future teachers of mathematics, allowed us to identify the criteria of methodological competence of mathematics teachers in the development of logical thinking of students: motivational, cognitive and activity; to characterize indicators of methodical competence of the teacher of mathematics in the course of development of logical thinking of pupils. We characterize the motivational criterion as the need of future mathematics teachers to master the methodological knowledge, skills and abilities for the development of logical thinking of students. The motivational criterion is revealed by the following indicators: professional orientation on the development of students' logical thinking; motivation for self-improvement in methodical activity. The cognitive criterion reflects the knowledge of future mathematics teachers of the logical component of students' mathematical competence. Indicators of the cognitive criterion of methodological competence of a mathematics teacher in the process of development of logical thinking of students are: completeness of theoretical knowledge of the logical component of mathematical competence of students; familiarity with the methods of developing students' logical thinking in mathematics lessons. The activity criterion shows the ability of future mathematics teachers to develop students 'logical thinking and involves mastery of methods for developing students' logical thinking. Indicators of the activity criterion of methodical competence of a mathematics teacher in the process of developing students' logical thinking are: the ability to use theoretical knowledge in practice; ability to develop the logical component of students' mathematical competence; the ability to generate new ideas aimed at improving the development of logical thinking of students. Selected criteria and indicators of methodological competence of mathematics teachers in the development of logical thinking of students reveal the importance of the ability to form a logical component of mathematical competence of students and determine the content of methodical activities of teachers in the development of logical thinking of students.

The article is devoted to the use of interactive technologies by future teachers of primary education in educational institutions. The essence of interactive learning, which is carried out by forms of activity, when all participants of the educational process interact with each other, exchange information, solve problems together, evaluate the actions of participants, is revealed. It was determined that interactive technologies in education have great potential for improving the quality and efficiency of education. The concept of an interactive complex, which includes a computer, special software, a projector and an interactive whiteboard, is considered, and the method of its use is described. But the use of interactive technologies is not limited to the use of interactive complexes. For independent work, students use various interactive programs that allow learning the material in a playful, easy and interesting way. It is clarified that with the help of software training tools that simulate non-computer interactive methods, which include case technologies, role-playing and business games, as well as virtual laboratories, virtual tours, virtual excursions are successfully used in the educational process thanks to the use of modern multimedia tools. The stages of training classes using multimedia equipment are highlighted. It becomes obvious that by using interactive programs in the educational process, the teacher will have the opportunity to implement various teaching methods; significantly reduce the volume of material by using demonstration modeling; use the computer as a simulator; monitor the level of knowledge acquisition; to ensure more effective, controlled and managed independent work; it will be easier to overcome psycho-emotional barriers due to a certain anonymity of contact with the computer. It has been proven that the use of interactive technologies in the educational process of a higher education institution will contribute to the improvement of the quality of methodical training of the future teacher of primary education, the deepening of knowledge, abilities and skills, the increase of motivation and the encouragement of independent search, the expansion of one's horizons and the development of oneself as an individual. Key words: interactive whiteboard, information technologies, interactive learning tools, multimedia tools, technologies of the educational process.

<h3>ABSTRACT</h3> The most common digital visual media used to teach microscopic skills are still images of significant findings. More recently, whole-slide imaging applications are available, which allow for slide-scanning simulations. Both are important innovations for teaching and assessment, but both have limitations. The single still image is easily delivered and embedded into interactive tools, but the single image does not simulate the discovery aspect of microscopy, nor does it provide sufficient contextual information necessary for the critical thinking aspects. The whole-slide imaging method provides this context but requires the delivery of gigabyte quantities of digital data and thus requires special host servers and viewers. These limit the usefulness of the media and preclude embedding the media into interactive learning tools. Neither method allows for exploration of focal planes, which is often necessary to the discovery and interpretation of findings. We created a new media alternative yielding interactive teaching applications that address some of the limitations of the commonly used methods. These applications provide for both scanning simulation and focal plane exploration. The applications also model the critical thinking components of practice. All media are prepared in standard formats requiring, at most, single-digit megabyte levels of data transfer. This allows for versatility in embedding into a variety of interactive learning and assessment tools. Applications will be demonstrated in hematology, urinalysis, parasitologyl, and body fluid analysis. We are prepared to discuss the image collection, preparation, and implementation of the tools. <b>Note</b> A short silent video of a body fluid teaching exercise can be found here. http://alliedhealth.lsuhsc.edu/ClinicalLaboratory/bodyFluids/lsuhsc_demo.mp4

This study is based on two exploratory questions with the aim of determining the relative effectiveness of two different student activities, called Reading, Presenting and Questioning (RPQ) and Experimenting and Discussing (ED), in changing students' perceptions and attitudes about the impact of physics learning on the development of logical and creative thinking. One-semester of data from this high school project for RPQ group (91 students) showed a shift of 11% in their attitudes related to the development of logical thinking, while student attitudes about the development of creative thinking showed a shift of 20.9%. The results for the ED group (85 students) showed a considerable shift in positive attitudes about the role of physics in the development of logical thinking of 31.7% while student attitudes towards the development of creative thinking made a ​​significant progress of 36.4%. These results indicate that both forms of active learning improve student perceptions about the impact of teaching physics on the development of logical and creative thinking, although students in ED group show much bigger improvements.

The most common digital visual media used to teach microscopic skills are still images of significant findings. More recently, whole slide imaging applications are available which allow for slide scanning simulations. Both are important innovations for teaching and assessment, but both have limitations. The single still image is easily delivered and embedded into interactive tools, but the single image does not simulate the discovery aspect of microscopy nor does it provide sufficient contextual information necessary for the critical thinking aspects. The whole slide imaging method provides this context but requires the delivery of gigabyte quantities of digital data and thus requires special host servers and viewers. These limit the usefulness of the media and preclude embedding the media into interactive learning tools. Neither method allows for exploration of focal planes, which is often necessary to the discovery and interpretation of findings. We created a new media alternative yielding interactive teaching applications that address some of the limitations of the commonly used methods. These applications provide for both scanning simulation and focal plane exploration. The applications also model the critical thinking components of practice. All media is prepared in standard formats requiring, at most, single-digit megabyte levels of data transfer. This allows for versatility in embedding into a variety of interactive learning and assessment tools. Applications will be demonstrated in Hematology, Urinalysis, Parasitology and Body Fluid analysis. We are prepared to discuss the image collection, preparation and implementation of the tools. Note A short silent video of a body fluid teaching exercise can be found here. http://alliedhealth.lsuhsc.edu/ClinicalLaboratory/bodyFluids/lsuhsc_demo.mp4

The article is devoted to the analysis of the use of digital tools in the professional training of skilled workers who, within the framework of the implementation of the «Industry 4.0» concept, will carry out the digital transformation of production processes across various sectors of the country’s economy. It has been proven that, in the context of the war and overcoming the consequences of the pandemic in Ukraine, the practice of supplementing and/or replacing traditional learning tools with digital ones is becoming common in the vocational education system, which improves information support for various aspects of the educational process. An analysis of the works of domestic scientists devoted to various aspects of digital education, including the introduction of digital learning tools into the educational process and the creation of a modern information and educational environment based on them, was conducted. More than forty of the most advanced digital tools for the types of activities of participants in the educational process, used by vocational schools in the training of future employees, have been systematized. A classification of digital learning tools by form of learning (traditional, online, and blended) has been proposed. The groups of digital learning tools are characterized according to this classification: traditional learning – mainly printed materials, practical complexes (simulators, trainers), audio and video materials are used; online learning – the educational process is based on learning management systems (LMS), platforms for online communication and webinars, online courses, interactive applications (VR/AR, simulators, various models of artificial intelligence; blended learning – uses multimedia and interactive learning tools, etc. The classification of software-based digital learning tools by field of professional activity allows for the systematization and grouping of available instruments. This facilitates their selection and application during the educational process in accordance with specific learning goals and objectives.

Interactive learning tools allow students to explore STEM concepts deeply, improving educational outcomes. Interactive tools that use cloud computing resources can (1) explore computationally intensive concepts and (2) seamlessly link concepts to graphical representations. When these goals conflict, good design, and implementation principles are needed to (1) preserve interactive response times and (2) uphold curriculum goals. For this paper, we present an interactive cloud-based learning tool that allows students to interactively explore algebraic formulas, their corresponding graphs (including axes) and generating data. Our tool is designed with both curriculum and interactive systems support in mind and it integrates with existing classroom management platforms. Our implementation employs a careful division of work between client-side browsers and cloud servers to provide instant response times that are within human perception limits. We achieve these design goals by (1) client-side programming for interactive components, (2) sending student activity data to servers at different rates for different sharing types, and (3) align student's data with Moodle's (a popular open source classroom management system) schema. Twenty Math teachers were trained to teach Algebra to students using our interactive service. Over eighty percent of teachers trained with our system adopted it. Now, our system is deployed in 5 schools, 30 classrooms, and 1400 students.

The article deals with the electronic interactive technology of teaching students of physical education as a holistic and integrative system, which provides, in accordance with the objectives of training rational use of selected in accordance with the principles of communication, feasibility of implementation and mutual complementarity of interactive methods, techniques, tools and forms of learning to achieve the planned (desired) learning outcomes. The role and content of electronic resources on the Internet, aimed at effective training of students in a distance mode. It is indicated that the use of electronic interactive technologies in distance education is one of the most effective ways of increasing motivation and individualization, as well as group interaction of students, development of their creative potential and create favorable emotional atmosphere. The practice of use of interactive technologies in distance education, which corresponds to the adaptive learning strategies and involvement of all students with different levels of training, is analyzed. Electronic resources used in distance education of students of physical education faculty were characterised. Simple but effective programmes with interactive content were selected. Seven e-resources offering precisely interactive learning for students are presented in the article: Mural, Miro, Padlet, Blackboard, MindMeister, Flip, Wiki. All of the above resources were used in the learning activities of students of the Faculty of Physical Education of Volodymyr Vinnichenko Central Ukrainian State University. This allowed to form the students' professional and practical skills, to keep statistics of progress, diagnostics of the level of training of every student, helped to form the objective and substantial awareness of the teacher.

&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Objectives. &lt;/strong&gt;Contemporary methods of development of logical thinking in preschool children with severe speech disorders (SSD) help to smooth out problems of academic failure at school and social disadaptation. A program for the development of verbal and logical thinking in senior preschool children with SSD was tested. The program was based on the information theory of mental development by L.M. Vekker.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Methods.&amp;nbsp;&lt;/strong&gt;The implementation of the experimental program for the development of logical thinking included the creation of psychological and pedagogical conditions: modeling of surrounding relationships and processes; consistent introduction of models of different levels of concretization of the abstraction; creation of problem situations between surrounding objects and phenomena. The study involved children with a diagnosis of SSD (7 boys, 2 girls) aged 6 to 7 years (M = 6.5), attending a preschool educational organization. To identify &amp;ldquo;deficits&amp;rdquo; of verbal-logical thinking in children with speech disorders, a group of children without speech disorders (4 boys, 5 girls) of the same age (M=6.5) was used. Two measurements were taken &amp;mdash; before and after the implementation of the formative program. To diagnose the parameters of verbal logical thinking, the &amp;ldquo;Methodology for studying the level of children&amp;rsquo;s readiness for school&amp;rdquo; by L.A. Yasyukova was used.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Results&lt;/strong&gt;. Comparison of the indicators of the level of development of thinking in children with speech disorders with the results of children without speech disorders at the first stage of the study showed differences (p&amp;le;0.01) in the following parameters: speech and visual classifications, abstract thinking. At the second &amp;mdash; developmental &amp;mdash; stage, a positive shift at a reliable statistical level occurred in the parameters of the methodology: speech analysis-synthesis (p&amp;le;0.05), selection of antonyms (p&amp;le;0.05), speech analogies (p&amp;le;0.01), speech classifications (p&amp;le;0.01), visual analysis synthesis (p&amp;le;0.01), visual classifications (p&amp;le;0.01).&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Conclusions&lt;/strong&gt;. The results of the study showed that children with speech disorders have learned to use symbolic and speech models to understand logical relationships at the level of visual-effective and visual-figurative thinking. According to the indicator visual analysis-synthesis, children with speech disorders demonstrated results even higher than children without speech disorders. Work is planned to further replenish the children&amp;rsquo;s vocabulary, to include in the program a set of training in different types of judgments and conclusions.&lt;/p&gt;

The author's research proposes a model of development of logical thinking of future primary school teachers in their professional training. The pedagogical experiment concerning the development of logical thinking of future primary school teachers in professional training is described. The pedagogical conditions for the effective development of logical thinking are formulated and substantiated: the use of active learning methods and game modeling in the professional training of future primary school teachers, the organization of independent activities of future primary school teachers to develop their logical thinking, the use of tasks for the development of logical thinking of future teachers in the process of professional training. The system for assessing the levels of development of future primary school teachers' logical thinking is characterized and the results of a pedagogical experiment are presented. To determine the level of development of logical thinking according to the motivational criterion, the indicators of knowledge and skills of future primary school teachers, revealed during classroom classes and independent work in academic disciplines, the study of which is aimed at forming a general understanding of work in primary school, impressions of future professional activity, were used. To determine the level of development of future primary school teachers' logical thinking according to the cognitive criterion, the results of students' performance in the disciplines whose main task is to perceive theoretical knowledge about future professional activity, planning and organization of the educational process, methods of primary school students' development were used. The basis for the diagnostics according to the activity criterion was the performance of future primary school teachers in the subjects “Computer-oriented learning technologies”, “Technologies of distance education in primary school”, pedagogical practice in general secondary education institutions, coursework, writing a diploma (qualification) work and a comprehensive exam on pedagogy and methods of forming the competencies of students. The results of the experiment revealed a significant increase in the average qualitative indicator of logical development, which indicates the effectiveness of the use of the obtained scientific results and gives the right to recommend their use in the educational process at universities.

Artificial Intelligence (AI) is revolutionizing various aspects of our lives, including education. Traditional education systems are teacher-centered and focused on memorization. It struggle to provide to diverse learning styles and individual needs. AI can address these limitations by providing personalized learning experiences, adaptive assessments, and intelligent tutoring systems. By tailoring education to each student's pace and preferences, AI can enhance learning outcomes and empower students to reach their full potential. AI-powered gamification and interactive learning tools are transforming education. By transforming learning into engaging experiences, these tools provide to diverse learning styles and enhance cognitive abilities. Gamification techniques make learning fun and memorable, while interactive tools like LMS, educational apps, and simulations create deeper understanding and retention. This chapter delves into the potential of AI to address the shortcomings of traditional education, improve learning outcomes, and reshape pedagogical practices.

Interactive learning tools can facilitate the learning process and increase student engagement, especially tools such as computer programs that are designed for human-computer interaction. Thus, this paper aims to help students learn five different methods for solving nonlinear equations using an interactive learning tool designed with common principles such as feedback, visibility, affordance, consistency, and constraints. It also compares these methods by the number of iterations and time required to display the result. This study helps students learn these methods using interactive learning tools instead of relying on traditional teaching methods. The tool is implemented using the MATLAB app and is evaluated through usability testing with two groups of users that are categorized by their level of experience with root-finding. Users with no knowledge in root-finding confirmed that they understood the root-finding concept when interacting with the designed tool. The positive results of the user evaluation showed that the tool can be recommended to other users.

The purpose of this research was to determine the attitudes of teacher candidates toward interactive learning tools. This research was carried out in the survey model. The sample group of the research consisted of 242 teacher candidates studying at various universities in Kazakhstan in the 2022-2023 academic year. Pre-service teachers participating in the research were given 5-week interactive learning tools training. The Attitude Scale for Teachers Towards Interactive Online Teaching, which is a data collection tool, was developed by the researchers. Parametric tests were performed on the data set. In the evaluation of the data; descriptive statistics, t-test, and one-way analysis of variance (ANOVA) were applied. As a result of the research, it has been determined that teacher candidates' attitudes towards interactive online teaching are on high positive way. It is seen that there is a significant difference in the attitudes of teacher candidates toward interactive learning tools according to the gender variable, in favor of male teacher candidates. There was no significant difference in the attitudes of the teacher candidates participating in the research towards interactive learning tools according to the class variable they were studying. It is recommended that teacher candidates studying in all teaching fields in education faculties be trained on interactive learning tools by creating course content solely for this purpose. El propósito de esta investigación fue determinar las actitudes de los candidatos a docentes hacia las herramientas de aprendizaje interactivo. Esta investigación se llevó a cabo en el modelo de encuesta. El grupo de muestra de la investigación estuvo formado por 242 candidatos a docentes que estudiaron en varias universidades de Kazajstán en el año académico 2022-2023. Los docentes en formación que participaron en la investigación recibieron capacitación sobre herramientas de aprendizaje interactivo durante cinco semanas. Los investigadores desarrollaron la Escala de actitud para profesores hacia la enseñanza interactiva en línea, que es una herramienta de recopilación de datos. Se realizaron pruebas paramétricas en el conjunto de datos. En la evaluación de los datos; Se aplicaron estadísticas descriptivas, prueba T y análisis de varianza unidireccional (ANOVA). Como resultado de la investigación, se ha determinado que las actitudes de los candidatos a docentes hacia la enseñanza interactiva en línea son muy positivas. Se ve que existe una diferencia significativa en las actitudes de los candidatos a docentes hacia las herramientas de aprendizaje interactivo según la variable género, a favor de los candidatos a docentes hombres. No hubo diferencias significativas en las actitudes de los candidatos a docentes que participaron en la investigación hacia las herramientas de aprendizaje interactivo según la variable de clase que estaban estudiando. Se recomienda que los candidatos a docentes que estudian en todos los campos de la enseñanza en las facultades de educación reciban capacitación en herramientas de aprendizaje interactivas mediante la creación de contenido del curso únicamente para este propósito.

The use of Socrative and Yammer online tools to promote interactive learning in pharmacy education

There is amble evidence that supports true interactivity, both in the interface and in the presentation methodology, will further enhance learning and knowledge retention among students. The real challenge is how to implement it, measure and evaluate this outcome. This paper presents findings that look into the efficacy of the combination of virtual environments and interactive teaching techniques in enhancing learning and increasing the knowledge retention level of students.It is now widely accepted that the conventional way of lecturing students has certain limitations. E-learning and the use of ICT, interactive tools in the education field has proven to be effective in assisting the teaching and learning experience. It has been observed that the one way communication method of lecturing with limited or no opportunity for feedback from students and audiences in general has a major impact on their attention span and the retention level. There are issues related to the establishment and implementation of interactive learning tools as an aid for teaching and especially in continuous evaluation of students’ achievements. We point out that it is not only the ’teaching’ tasks that are impacted by the use of ICT but also current methods of evaluation including written examinations which have proven to be time consuming and inaccurate reflection of students’ achievements. The introduction of interactive learning and evaluation has several advantages and this paper will give a convincing support to the fact that the advantages are more than the fact that it makesthe teaching and evaluation process easy, simple and rapid. Educators should not fail to adapt and respond to the needs of 21st century bust and multi-tasking students for innovative learning methods, i.e. interactive learning. The role of education institutions and educators in the future will become demand-driven; to satisfy technically sophisticated student clients. The paper recommends that we should not ignore the use of interactive technology used as it should be, as a tool, to enhance sound pedagogical methods, however, we should also be able to measure its contribution in enhancing teaching and learning. It is pertinent to synthesize a framework that encompasses ways to compliment existing methods of teaching with interactive learning.