Methodological approaches to overcoming learning losses in the topic "Logarithmic function" through interactive learning tools
DOI:
https://doi.org/10.15587/2519-4984.2025.338936Keywords:
learning losses, logarithmic function, interactive learning, differentiation, adaptive learning, interactive technologies, digital technologies, function graphs, practical problems, reflectionAbstract
The article analyzes methodological approaches to overcoming students’ learning losses in the topic “Logarithmic Function” through interactive learning tools. In the context of the pandemic, remote and blended learning, as well as war and constant stress, there has been a significant decline in students’ motivation and knowledge, especially in mathematics, where the abstractness of concepts complicates the process of mastering the material. The literature review highlights considerable learning losses in understanding logarithmic functions, difficulties in grasping the definition of logarithms, graphical interpretation of functions, and applying knowledge to practical problems. Traditional teaching methods are insufficient to overcome these losses. The aim of the study is to develop a unified system and methodological recommendations to address learning losses through the use of interactive technologies. A comprehensive approach is proposed, combining knowledge diagnostics, identification of typical learning losses, construction of individual learning trajectories, use of interactive technologies and digital tools (GeoGebra, PhET, Google Forms, AhaSlides), problem-based and case tasks, differentiated reinforcement, self-analysis, and reflection. The use of interactive technologies promotes increased engagement and motivation, development of logical thinking, and the formation of practical skills in applying logarithms. The developed model allows consideration of students’ individual needs and the creation of adaptive learning trajectories. Further research involves experimental verification of the effectiveness of interactive technologies in reducing learning losses and improving learning outcomes in the topic “Logarithmic Function.” The proposed approaches can also be adapted for other abstract mathematical topics, increasing their universality and practical value for pedagogical practice
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