FEATURES OF CREATING A GRAPHICAL USER INTERFACE DURING THE STUDY OF PYTHON PROGRAMMING BY FUTURE TEACHERS OF MATHEMATICS

Abstract

The article is devoted to the methodological aspects of studying the features of creating
a graphical user interface during the study of programming (on the example of Python), which is
necessary for the formation of informatical competence of future teachers of mathematics. In
particular, the article demonstrates the author's methodological approach to the study of this topic,
which provides comprehensive theoretical and practical training. Theoretical training is provided
in lectures and involves, above all, mastering the essence of the concept of "graphical user
interface". To create a graphical user interface, students are offered to use the Tkinter module,
which is part of the standard Python library and has a very powerful graphical capabilities. This
module has a standard set of objects (visual controls or widgets) that create a graphical interface.
Next reveals the essence of the concepts: class, property and method. The algorithm for creating
a graphical user interface is given. The main widgets (Button, Label, Entry, Text, Radiobutton,
Checkbutton, Listbox, Menu, etc.) and their corresponding properties and methods are studied.
Examples of programs with these widgets are given. Possibilities of creation of dialog windows

are considered. Special attention is paid to the location of widgets in the window. For this, so-
called location managers are used. Three main location managers are studied: pack (), place (),

grid (). Examples of their application are given. At the end of this topic, the question concerning
the treatment of events is studied. The essence of the concept of event is clarified and their
classification is given. Describes how to create event handlers and associate them with the events
themselves. Relevant examples are given. Practical training of students on this topic is carried out
in practical and laboratory classes. The latter provide for the presence of individual tasks. Such a
comprehensive approach, which combines theoretical and practical training, can contribute to the
quality of knowledge acquisition, the acquisition of practical skills, the ability to formulate and
solve practical problems in professional activities.