DEVELOPING STUDENTS’ INDEPENDENT GEOMETRIC PROBLEM-SOLVING SKILLS THROUGH INTERACTIVE DIGITAL TASKS
Keywords:
interactive tasks, geometric problems, independent thinking, constructive solution, digital learning, graphic competence, pedagogical assessment.Abstract
This article considers how interactive digital tasks can support students’ independent analysis of geometric problems and the development of constructive solutions in engineering graphics education. It discusses tasks involving the interpretation of projections, reconstruction of three-dimensional objects, identification of geometric errors, and comparison of alternative solutions. A differentiated sequence of tasks is proposed, progressing from basic recognition to complex constructive problems. The article also outlines assessment criteria that consider not only the final answer but also the student’s reasoning, choice of method, verification of results, and ability to explain a solution.
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