Strategy and tactics of the application of cognitive-visual approach elements for teaching mathematics to engineering students

Abstract

Methodology for the implementation of visual-cognitive approach through the use of algorithms and algorithmic requirements in the process of training engineering students to solve problems in mathematics is designed in the article. Didactic benefits and cognitive capabilities of the designed methodological tools for organizing and activating analytic-synthetic cognitive activity of students are emphasized. It is found that scientifically based and designed incorporation of allocated teaching tools in the process of problem solving allows accumulating the merits of problem and explanatory-illustrative methods of teaching mathematics. In addition, favorable conditions for methodically targeted assistance to students in linking studied topics and concepts to each other implicitly and indirectly contributing to the memorization, comprehension and students’ mastering basic concepts and provisions are created in the pedagogical process. Using the potential of visual thinking is considered as an important parameter of influence on the optimization of the organization of students’ independent cognitive activity.