Interactive technologies in the formation of independent activity of students in teaching mathematics
The digital educational space makes it possible to organize the educational process at the university in a new way. The interaction of interactive learning tools and technologies with traditional methods and forms of learning improves the practice of learning and stimulates the search for new approaches to the organization of independent activity of students. The peculiarity of using digital learning tools is that they should provide two-way interaction: dialogue and feedback. The dialogue allows you to activate the work of students with reference information, feedback tools monitor and correct the actions of students. However, at present, interactive technologies have not yet found proper application in the organization of independent work of students at the university, they are used periodically, more often as computational tools for computational mathematical works.The use of computer modeling in research tasks with practical content is promising, where actions aimed at independent acquisition of knowledge, organization of planning of independent activity, self-reflection, self-assessment and self-actualization of the student's personality are clearly in demand. Mathematical training of university students involves an increase in the volume of extracurricular activities related to independent work aimed at the practical application of theoretical knowledge in the professional activities of students.