Methodological aspects of the formation of spatial thinking among students through the integration of linear algebra and computer modeling tasks

Abstract

This article discusses methodological approaches to the development of students' spatial thinking through the integration of linear algebra and computer modeling tasks. The research is relevant in modern conditions of the development of information and communication technologies, when traditional methods of teaching mathematics require modernization in order to increase the efficiency of material assimilation and the formation of critical thinking. The Introduction section substantiates the need to apply an interdisciplinary approach to the formation of spatial representations, and emphasizes the role of computer modeling as a visualization tool for complex abstract concepts. The relevance of this methodological task is due to the increasing role of ICT in the educational process, which makes it possible to combine theoretical knowledge and practical skills of students. The Methods section describes the main methodological and experimental approaches used in the study. A comparative dynamic methodology was used as the main analysis tool, including the development of an integrated learning module combining linear algebra problems with computer graphics and visualization. Examples of educational experiments conducted in classrooms of higher educational institutions are given, as well as methods of data collection and analysis, including both quantitative and qualitative assessment of the results of students' learning. The "Results" section reports that the application of the developed techniques helps to improve spatial perception, systematize knowledge and increase students' motivation to study the subject. Statistical analysis of the data showed an improvement in academic performance when using computer modeling along with traditional linear algebra tasks. The Discussion section is devoted to the analysis of the results obtained, their interpretation from the point of view of pedagogical diagnostics and discussion of practical aspects of the implementation of the methodological complex in the educational process. The authors conclude that the integration of theoretical and practical teaching methods contributes not only to the deepening of knowledge, but also to the development of key competencies such as analytical thinking and the ability to work with information technology. Thus, the presented research demonstrates the prospects of applying interdisciplinary approaches in higher education, which can contribute to further improvement of teaching methods of mathematics and computer science.