Application of animated drawings in teaching algebra to bilingual students

Statement of the problem. Currently, schools in the Republic of Tuva teach in two languages - Tuvan (native) and Russian. For the understanding and assimilation of educational material by bilingual schoolchildren, this article discusses teaching algebra using animation capabilities of the GeoGebra computer-dynamic environment in a bilingual environment. The purpose of the article is to demonstrate the possibilities of using animated drawings in the GeoGebra environment with Tuvan language support using the example of teaching bilingual seventh grade students and experimentally confirm the effectiveness of the proposed approach using empirical and statistical methods. Research methodology. The methodological foundations of the research are system-activity, personality-oriented, cognitive-visual, research, and bilingual approaches. Scientific works on the use of animated drawings in teaching mathematics at school, problems and prospects of bilingual education in the Republic of Tyva have been studied and analyzed. In order to identify students' opinions on the results of learning algebra using animated drawings in the GeoGebra environment, a survey of bilingual students of the experimental group was conducted. The evaluation of the effectiveness of the proposed approach was carried out using methods of mathematical statistics (Student's t-test). Research results. Examples of computer and animated drawings in algebra lessons accompanied by the Tuvan language are presented. The created animated drawings in the conditions of bilingualism increase the interest of seventh grade students in learning algebra, despite the language barrier among students of schools in the Republic of Tyva.