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2020, vol. 9, iss. 17, pp. 80-88
Modern technologies and visual-logical approach in mathematics teaching
aAlfa University, Faculty of Mathematics and Computer Science, Belgrade, Serbia
bUniversity of Priština - Kosovska Mitrovica, Faculty of Natural Sciences and Mathematics, Serbia

emailmiroslava.carevic.mihajlov@alfa.edu.rs, milena.petrovic@pr.ac.rs, nebojsa.denic@alfa.edu.rs
Keywords: educational software; teaching mathematics; visualization and representation; constructive thinking
Abstract
In recent years, there has been an increased use of information and communication technologies and mathematical software in mathematics teaching. Numerous studies of the effectiveness of mathematical learning have shown the justification and usefulness of the implementation of new teaching AIDS. They also showed that learning with educational software has a great impact on students' achievement in the overall acquisition of mathematical knowledge during the school year as well as in the final exam at the end of primary education. Teaching realized by using computers and software packages is interesting for students, increases their interest and active participation. It is indisputable that the use of computers and mathematical software has great benefits that have been proven and presented in their works by many researchers of effective learning. It is also indisputable that one of the main tasks of teaching mathematics is to develop constructive thinking of students. The results of the research we conducted with primary and secondary school students showed the lack of visual-logical approach of students during the learning of mathematics as well as in solving mathematical problems. Visualization and representation of mathematical laws are of great importance in the realization of mathematics teaching. They should be applied everywhere and whenever possible.
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About

article language: Serbian
document type: Original Scientific Paper
DOI: 10.5937/EkoIzazov2017080M
received: 24/06/2020
accepted: 20/07/2020
published in SCIndeks: 04/12/2020
Creative Commons License 4.0

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