MATHEMATICAL MODELING IN CHOREOGRAPHY AS A MODE OF DEVELOPING MATHEMATICAL COMPETENCE OF FUTURE MATHEMATICS TEACHERS

Abstract

Summary. Introduction. One of the examples of the professional and interdisciplinary orientation of the educational and professional program "Secondary Education (Mathematics)" is the use of theoretical foundations of choreography in the process of studying mathematics. However, the implementation of classical methods of mathematical modeling in the case of choreography is complicated by the specifics of combining geometric constructions and transformations with the dynamics of movements, which has certain time and space limitations. As a result of building such mathematical models, students acquire the competence to apply the acquired knowledge of mathematics to solving practical problems, develop creative abilities, and are involved in the aesthetic perception of mathematics as a science.

Purpose. The aim of the work is to reveal the possibilities of applying mathematics (at least basic) in choreography, to explore the relationship and mutual influence of mathematics and choreography; to increase the motivation of students to study mathematics through interdisciplinary approaches; to show that the language of mathematics helps to describe beauty.

Methods. Analysis, systematization and generalization of research results reflected in publications by Ukrainian and foreign authors on mathematical models in choreography, content analysis of Internet resources; own observations and experience of teaching mathematical disciplines to students.

Results. The work traces the nature of the connection between mathematical modeling and dance, with the aim of forming appropriate mathematical competence in students. Specific approaches to creating mathematical models in choreography are proposed. The interaction of mathematics and choreographic activity is clarified - a phenomenon that embodies elements of mathematics and dance art on an integrative basis.

The work attempts to mathematically formalize individual stages of dance creation using basic geometric concepts and analytical relationships between geometric figures, lines, and movements.

Originality. The paper considers new approaches to the formation of mathematical competence in higher education students through the use of elements of mathematical modeling in choreography.

Conclusion. Through interaction with other disciplines and the creation of mathematical models, students gain a deeper understanding of both the essence of mathematics and the art of choreography, develop critical thinking, emotional sensitivity and creative abilities. The integration of various fields of knowledge into the process of learning mathematics makes it more exciting, rich and holistic, contributing to the comprehensive development of students.

We see prospects for further scientific research in the justification of pedagogical/methodological conditions that will contribute to the successful creation of research projects for the formation of mathematical competence in students.