USING VISUALIZATION AT DIFFERENT STAGES OF STUDYING THE DISCIPLINE "PROGRAMMING"

Abstract

The article examines the synergistic process of using visualization tools and programming language tools to solve several types of programming tasks. Such a synergy arises in connection with the orientation of the cognitive functions of the brain to the processing of visual information. In order to realize the stated goals, the authors described the process of step-by-step solving of several educational tasks using the C# programming language and corresponding graphic objects. Such presentation of the problem-solving process contributes to the effective selection of adequate software structures and tools. The considered tasks are related to two-dimensional space modeled in programming by two-dimensional arrays. From the point of view of the authors, it is two-dimensional arrays that are the most common information structure that allows using visual representation as an effective way of searching and explaining the solution process. Most often, in this case, nested loops are used, which examine the contents of the array in a natural way. In addition, an example of a problem where nested loops cannot be applied is considered. A number of appropriate techniques are proposed that simplify the perception of the program code, namely the use of functions (methods), enumerated types, and the replacement of complex logic in conditional operators with arrays encoding elements of conditions. The task considered: determining the area of a triangle by counting the number of its cells, finding the results of the tic-tac-toe game, and filling a square array with a sequence of integers in a spiral. The solution of each task is accompanied by the main program code. For better assimilation of the presented material, students should construct a complete working code and complete the independent tasks contained in the text of the article.