Proceedings of International Conference on Applied Innovation in IT · 2026/04/22 · Vol. 14 · Issue 2 · pp. 367–374
Mathematics Problems and Computer Algebra Systems as Didactic Tools for Developing the Professional Competence of Bachelors in Mathematics and Computer Science
The article examines how mathematics problems and computer algebra systems (CAS) contribute to professional competence development in future bachelors of mathematics and computer science. It justifies adopting didactic approaches responsive to higher-education digitalization and the integration of information technologies into instruction. Problems are treated not merely as routine exercises but as multifunctional tools for fostering critical and creative thinking, research skills, and analytical reasoning. The paper outlines a classification of problems used in university training and discusses their methodological value. It is argued that combining conventional solution strategies with CAS automates routine computations while focusing learning on conceptual understanding, mathematical modeling, algorithm design, and interpretation of results. The methodologically structured examples of tasks substantiate the feasibility of an integrated approach that combines classical mathematical methods, task-based learning, and digital support for the problem-solving process. Systematic CAS use is shown to increase motivation and strengthen digital literacy, information culture, and academic integrity. Future research should focus on refining the criteria for assessing the effectiveness of the proposed approach, broadening the experimental sample, and investigating the potential of artificial intelligence technologies to support the personalization of the educational process.
Ministry of Education and Science of Ukraine, “Standard of Higher Education of Ukraine: First (Bachelor’s) Level, Field of Knowledge 11 «Mathematics and Statistics», Specialty 111 «Mathematics»,” 2020, [Online]. Available: https://mon.gov.ua/storage/app/media/vishcha-osvita/zatverdzeni%20standarty/2020/05/111-matematyka-bakalavr.pdf.
Ministry of Education and Science of Ukraine, “Standard of Higher Education of Ukraine: First (Bachelor’s) Level, Field of Knowledge 01 ‘Education/Pedagogy’, Specialty 014 ‘Secondary Education’,” 2024, [Online]. Available: https://mon.gov.ua/static-objects/mon/sites/1/gromadske-obgovorennya/2024/04/17/HO-proyekt.stand.VO-014-serednya.osvita-bakalavr.17.04.2024.1.1.docx.
P. Petrov, “Development of the didactics of mathematics,” Math. Inform., vol. 60, no. 1, pp. 11-16, 2017.
P. Asenova and M. Marinov, “System of tasks in mathematics education,” Math. Inform., vol. 62, no. 1, pp. 53-71, 2019.
T. Chehlarova and M. Valkov, “Computer models of one mathematical olympiad problem,” Math. Inform., vol. 67, no. 4, pp. 433-442, 2024, doi: 10.53656/math2024-4-6-com.
M. Sa’diyah, C. Sa’dijah, and S. Susiswo, “Students’ ability to formulate situation mathematically from context-based mathematics problems,” TEM J., vol. 13, no. 2, pp. 1443-1451, 2024, doi: 10.18421/TEM132-5.
A. Prus and I. Lenchuk, “Teaching future mathematics teachers to solve problems with parameters: Ukrainian experience,” Math. Inform., vol. 67, no. 6, pp. 661-683, 2024, doi: 10.53656/math2024-6-6-tea.
O. Shkolnyi, V. Shvets, and I. Akiri, “Problems of cascade type and their use for assessment of students’ academic achievements in mathematics,” Math. Inform., vol. 65, no. 2, pp. 186-200, 2022, doi: 10.53656/math2022-2-3-pro.
N. S. Pavlova, “Navchalno-metodychni zadachi u profesiinii pidhotovtsi maibutnikh uchyteliv informatyky,” Pedahohichna osvita: teoriia i praktyka, vol. 30, pp. 299-310, 2021, doi: 10.32626/2309-9763.2021-30-299-310.
T.-T. Wu, A. Asmara, Y.-M. Huang, and I. Permata Hapsari, “Identification of problem-solving techniques in computational thinking studies: systematic literature review,” SAGE Open, vol. 14, no. 2, 2024, doi: 10.1177/21582440241249897.
N. O. Ponomarova and N. V. Olefirenko, Selected Issues in Computer Science Teaching Methodology: A Problem-Based Approach. Kharkiv, 2024, [Online]. Available: https://dspace.hnpu.edu.ua/server/api/core/bitstreams/3aebffff-7c43-4ca5-b7f558b5f112f766/content.
I. Nagyová, “Analysing the different approaches in mathematics and informatics for solving a task and educational implications,” Inform. Educ., vol. 17, no. 1, pp. 61-75, 2018, doi: 10.15388/infedu.2018.04.
V. Velychko, O. Haniiev, and S. Zhadan, “Shtuchnyi intelekt yak instrument analizu i klasyfikatsii zadach z prohramuvannia v osvitnomu protsesi,” Tekhnolohii elektronnoho navchannia, vol. 8, pp. 66-73, 2024, doi: 10.31865/2709-840082024316949.
O. Kosovets, M. Kovtoniuk, O. Soia, O. Turzhanska, and I. Leonova, “Digital learning environment for mathematical disciplines at universities in times of war,” in Lecture Notes in Networks and Systems, vol. 1261, M. E. Auer and T. Rüütmann, Eds. Cham: Springer, 2025, doi: 10.1007/978-3-031-85649-5_5.
O. Soia, M. Kovtoniuk, O. Kosovets, and S. Petrovych, “Project-based learning as an integration of critical thinking and teamwork skills of future teachers of mathematics and computer science,” in Lecture Notes on Data Engineering and Communications Technologies, vol. 222, E. Faure et al., Eds. Cham: Springer, 2024, pp. 385-399, doi: 10.1007/978-3-031-71804-5_26.
J. Cai and S. Hwang, “Learning to teach through mathematical problem posing: theoretical considerations, methodology, and directions for future research,” Int. J. Educ. Res., vol. 102, p. 101391, 2020, doi: 10.1016/j.ijer.2019.01.001.
L. Baumanns and B. Rott, “The process of problem posing: development of a descriptive phase model of problem posing,” Educ. Stud. Math., vol. 110, pp. 251-269, 2022, doi: 10.1007/s10649-021-10136-y.
V. F. Rianasari and A. F. H. Guzon, “Investigating preservice secondary mathematics teachers’ skills in posing realistic mathematics tasks,” Jurnal Elemen, vol. 10, no. 3, pp. 533-545, 2024, doi: 10.29408/jel.v10i3.25607.
I. M. Petković and Đ. Herceg, “Computer tools for solving mathematical problems: a review,” Facta Univ., Ser.: Math. Inform., vol. 36, no. 1, pp. 205-236, 2021, doi: 10.22190/FUMI201203017P.
·
This work is licensed under a
Creative Commons Attribution-ShareAlike 4.0 International License
