Formation of visual and information culture of pre-service mathematics and computer science teachers: motivational criterion

Given the increase in the visual component of the educational sphere and the increase of information content, the pre-service mathematics and computer science teacher must have a high level of formation of visual and information culture. This article presents the results of determining the level of formation of visual and information culture of the pre-service mathematics and computer science teacher according the motivational criterion. It is characterized by the desire for professional development, to be in the trend of modern educational innovations; persistent need to raise awareness of the experience of national and foreign colleagues; desire to study new technologies and teaching methods, to replenish the arsenal of their work. Pre-service mathematics and computer science teacher should be aware of the urgency of the problem of visualization of educational content, the value, significance of the use of visualization in the educational process. An integral part of the visual and information culture of the pre-service mathematics and computer science teacher is the desire to reveal their own personal and creative potential, to succeed in professional activities, to work "for the result". Indicators of the motivational criterion are the need to use computer visualization means to increase the efficiency and intensification of the educational process and the motivation to improve their professional activities in response to increasing the visual component in education and increasing information and limited opportunities to master it. Statistical calculations on the motivational criterion confirmed the equality of the average of selected samples (two experimental EG1, EG2 and control CG groups) for each pair of samples for each indicator at the beginning of the experiment and the statistical difference of the selected samples for each pair of populations EG1 – CG and EG2 – CG and statistical homogeneity in groups EG1 – EG2 at the end of the experiment