This article examines the essence of positional problems within the theory of descriptive geometry and their pedagogical significance in the teaching of engineering graphics. The study highlights how positional problems help students develop spatial imagination, analytical thinking and the ability to interpret geometrical relationships in three dimensions. The article also explores the role of modern digital tools in enhancing students’ mastery of descriptive geometry and improving learning outcomes in graphic education.

descriptive geometry, positional problems, spatial thinking, engineering graphics, projection methods, visual reasoning, geometry education, graphical competencies

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