Methods of teaching inverse and incorrect problems to students in the context of informatization of education
| Autor: | Viktor S. Kornilov |
|---|---|
| Jazyk: | English<br />Russian |
| Rok vydání: | 2020 |
| Předmět: | |
| Zdroj: | RUDN Journal of Informatization in Education, Vol 17, Iss 4, Pp 315-322 (2020) |
| Druh dokumentu: | article |
| ISSN: | 2312-8631 2312-864X |
| DOI: | 10.22363/2312-8631-2020-17-4-315-322 |
| Popis: | Problem and goal. Computer technologies are now widely used in applied research aimed at obtaining new scientific knowledge. These studies used the method of computer modeling and computing experiment, from which it is possible to study the properties of remote or inaccessible objects, processes and phenomena of different nature. The above mentioned is directly related to teaching students applied mathematics in general, and, in particular, to teaching students of physical and mathematical training areas inverse and ill-posed problems, which are the scientific direction of applied mathematics. It is obvious that in the process of teaching students inverse and ill-posed problems, it is advisable to use computer technologies. However, the use of computer technology should be appropriate and correct. Methodology. The process of finding solutions to inverse and ill-posed problems is usually time-consuming, since such mathematical problems are non-linear in their formulation and may have a non-unique and unstable solution. These circumstances pose a mathematical difficulty in the proof of the theorems of existence, uniqueness and stability of solutions to inverse and ill-posed problems. Computer technologies help to overcome mathematical difficulties associated with routine transformations, analysis of information about solving such mathematical problems. Results. Using computer technologies, students gain experience in mobile research of various inverse and ill-posed problems, as well as in identifying the capabilities of computer technologies in solving various applied mathematical problems, and develop ICT competence. Conclusion. When using multimedia and computer technologies in the process of teaching students inverse and ill-posed problems, didactic principles of teaching are implemented, which allow students to acquire deep scientific knowledge on inverse and ill-posed problems, and develop their information culture. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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