THE USE OF DIGITAL VISUALISATION TOOLS IN THE TEACHING OF HIGHER MATHEMATICS: ADAPTATION TO THE EDUCATIONAL NEEDS OF GENERATION Z AND GENERATION ALPHA

Abstract

Summary. This article examines and substantiates the use of digital interactive tools for graphical visualisation in the teaching of higher mathematics to Generation Z and Generation Alpha students. The relevance of this study lies in the need to introduce modern approaches to mathematics education for these new generations of students, taking into account their distinctive characteristics, capabilities, educational needs, and the challenges of the digital age.

Empirical studies by Ukrainian and international researchers on the phenomenon of Generations Z and Alpha have been analysed. Based on these studies and the author's own teaching experience, the key characteristics of these generations have been identified, including their cognitive features, educational and digital preferences, communication patterns, attitudes towards digital technologies, values, and psychological traits.

The study found that representatives of Generations Z and Alpha demonstrate a high level of digital literacy, strong adaptability, and a predominance of visual modes of perception and information processing. They are also characterised by multitasking, multimodal learning preferences, a tendency towards shorter attention spans, and a need for immediate feedback.

The didactic potential of digital interactive visualisation tools, including GeoGebra, Desmos, Wolfram Mathematica, and Claude AI, for teaching higher mathematics is examined. Modern approaches to the application of these tools in teaching a new generation of students during the graphical interpretation of mathematical objects are proposed, using the calculation of multiple integrals as an illustrative example.

It is concluded that the proposed approaches are appropriate for teaching higher mathematics, as they help establish an optimal balance between the subject content and the cognitive and perceptual characteristics of Generation Z and Generation Alpha students. Finally, directions for further research in this area are outlined.