THE PLACE OF VISUAL AIDS IN THE DEVELOPMENT OF SPATIAL THINKING OF FUTURE MATHEMATICS TEACHERS
In this work, we are talking about principle of visual aids, which determines the effectiveness of teaching, the successful acquisition of knowledge, skills, development and formation of thinking, as well as facilitating the perception, understanding and memorization of the studied material, contributing to the formation of ideas, imagination and thinking about the processes and phenomena of real and imaginary spaces. Here we consider the place of visual aids in the development of spatial thinking of future mathematics teachers in the formation of geometric concepts, namely, second-order surfaces. The author notes that it is not appropriate to require University students to make material models of geometric shapes, to get just an image of figures on a graphic editor of computer programs using special tools, which is a physical activity at the level of visual and effective thinking, which are available to the schoolchild, and not creative work for the University student. It is also proposed to develop examples, tasks and tasks that require rational thinking, which in turn operates with concepts, formulas and verbal descriptions of the material being studied, also creating a condition for mutually consistent work of both hemispheres, which is important for successful mental development. For the development of thinking in the classroom, the University teacher is encouraged to use sign-symbolic and verbal visual aids more often and material and conditional-graphic ones only if necessary, when the information received is primary or if these visualizations themselves are carriers of information.