Investigation of the geometric meaning of the derivative using mathematical packages

Abstract

The paper suggests that in the process of training mathematical disciplines in technical universities in the context of digitalization of education, applied software packages to solve practice-oriented problems are used. It is advisable to reveal basic definitions, concepts, theorems, laws on practical examples, following the wise Latin aphorism “Plus usus sine doctrina, quam c. usum doctrina valet Q/Practice without theory is more valuable than theory without practice”. The more practical examples will be used in the process of mastering the theoretical material, the stronger and more fundamental the mathematical knowledge of students will be. The paper examines the stages of investigation the geometric meaning of the derivative using the MathCad computer system. The geometric meaning of the derivative will be the most accessible and memorable when students study intersecting parabolas.

Digital Technologies In Mathematical Education

“…The integration of mathematical knowledge of intra-and intersubjective connections allows you to systematize and implement a meaningful disclosure of the set of elements of the mathematical apparatus used in the educational process (Selemeneva, 2018;Trofimets, 2009bTrofimets, , 2012Trofimets & Trofimets, 2019, 2020.…”

“…In these conditions, the view on intra-and intersubject connections changes radically. In a number of cases, mathematics should become not a source, but a consumer of knowledge offered in classes in general professional disciplines, relying on ideas formed in the study of these disciplines (Artamonov et al, 2017;Batkovskiy et al, 2015Batkovskiy et al, , 2017Motorygin et al, 2016;Trofimets, 2020).…”

“…One of the ways to implement the integration of mathematical knowledge is modular-block connections, which are carried out in order to eliminate gaps in the knowledge, skills and abilities of students, as well as to generalize and systematize the educational material. The mechanism for implementing this level is as follows: in the discipline "Mathematics" content lines are highlighted, a list of basic questions and the amount of material for each line is indicated, their development is investigated, the main interdisciplinary connections that require consideration in the classroom are highlighted, a methodology for their organization is developed (Batkovsky & Trofimets, 2015;Selemeneva, 2018;Trofimets, 2008Trofimets, , 2009aTrofimets, , 2009bTrofimets, , 2012Trofimets & Trofimets, 2019, 2020.…”