USING WOLFRAM AS A DIGITAL ASSISTANT IN MATHEMATICS LESSONS: ADVANTAGES AND LIMITATIONS

Abstract

This scientific article explores the possibilities of using digital assistant programs such as Wolfram in the school mathematics curriculum and examines their role in the educational process. In the context of the digitalization of modern education, these platforms serve as essential tools for developing students' mathematical thinking, forming visualization skills, and conducting independent logical analysis. The article discusses both the advantages and limitations of using Wolfram, including technological dependency, language barriers, and the level of teacher preparedness. As an example, the topic of plotting quadratic functions in the 9th-grade mathematics curriculum is considered, with practical exercises provided. The capabilities of Wolfram in modifying function parameters, comparing graphs, and performing analysis are demonstrated. This approach enhances students' individual exploration and contributes to a deeper understanding of the material. Moreover, students can better comprehend the connection between theory and practice by visually observing graphs and analyzing the influence of parameters. In addition, the article emphasizes that the use of Wolfram increases students' motivation for independent learning and fosters a creative approach to problem-solving. The platform’s high computational capabilities, intuitive interface, and instant data visualization make it a unique tool for modern mathematics lessons. The study concludes with recommendations for integrating Wolfram platforms into school practice and outlines their pedagogical potential.