THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHING MATHEMATICAL SCIENCES AT PEDAGOGICAL UNIVERSITIES
Keywords:
Mathematical sciences, information and communication technologies, pedagogical university, digital learning, interactive teaching, mathematical software, teacher training.Abstract
This article examines the pedagogical significance of using information and communication technologies in teaching mathematical sciences at pedagogical universities. The study focuses on how digital tools, interactive platforms, mathematical software, electronic resources, and online learning environments can improve students’ understanding of abstract mathematical concepts and strengthen their future professional competence as teachers of mathematics. In modern higher pedagogical education, ICT is not only a technical means of presenting educational material, but also an effective methodological instrument for developing analytical thinking, independent learning, problem-solving skills, visualization abilities, and research-oriented mathematical activity. The article analyzes the didactic opportunities of ICT in mathematics education, including dynamic geometry systems, computer algebra systems, virtual laboratories, multimedia presentations, digital assessment tools, and learning management systems. Special attention is paid to the conditions of pedagogical universities, where future teachers must master both mathematical content and the methodology of teaching it through modern technologies. The study argues that the effective use of ICT increases lesson interactivity, individualizes learning, supports differentiated instruction, and creates favorable conditions for students’ cognitive engagement. At the same time, the article emphasizes that ICT should be integrated systematically and purposefully, in accordance with learning objectives, curriculum requirements, and students’ level of mathematical preparation.
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