Olga V. Panisheva

In recent years, throughout the world, in the teaching of almost all disciplines, there has been a tendency to take into account the individual characteristics of students, which also affected the subjects of the physics and mathematics cycle in higher education. At the same time, taking into account such a factor as the main channel of perception is practically not covered in modern literature. The article analyzes the accounting of the modality of students’ perception when teaching mathematics at a university, describes the features and methodological techniques of teaching kinesthetics. The purpose of the article is to show the possibilities of individualization in teaching mathematics by means of tasks’ using that take into account the differences in the leading channel of information perception. Particular attention in the article is paid to the use of dynamic exercises, which requires, along with the performance of mental actions, to perform physical movements or their imitation. Performing this kind of exercise is one of the most effective forms of information assimilation for kinesthetics. The article discusses specific examples of the use of dynamic exercises in the study of mathematical disciplines in higher education, describes an approach to the use of a set of practical work and experiments, allowing to confirm the truth of the considered provisions of the put forward mathematical hypothesis. The analysis of the use of a laboratory experiment, outdoor games and quest tasks in the context of the use of dynamic exercises in the methods of teaching mathematics is given. Taking into account possible changes in the organization of education caused by the global pandemic, the features of the use of dynamic exercises in the course of studying mathematics during the period of distance learning are considered. The article considers the consideration of the individual characteristics of students in the study of mathematics, a conclusion is made about the prospects of using forms and methods of teaching, taking into account the modality of perception by students.