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28YneHbiH XXI BeKa • 2022 • № 4 (85)
EFFECTIVE AND INNOVATIVE METHODS OF TEACHING MATH IN SECONDARY SCHOOL
L.Sh. Normamatova1, Sh.Sh. Umarov2
Article deals with the basic requirements for a mathematics lesson. An analysis of the structure of the lesson shows that the purpose of the lesson plays a leading role in it: it is the purpose of the lesson that determines its structure, sets the relationship between the stages of the lesson, subordinates them and combines them into a single whole. In the literature on the methodology of teaching mathematics, one can find specific recommendations for setting the general goal of the lesson, the essence of which is as follows: first, the main didactic (educational) goal is singled out, based on which opportunities are identified for setting the goals of education and development of students in the mathematics lesson through its mathematical content. Purposefully and systematically, not only teaching mathematics, but also education in mathematics lessons should be carried out. For the practice of teaching, it is very important that the goal of the lesson set by the teacher is understood by the student. The purpose realized by the student, the educational cognitive task help him to act actively and accelerate the process of obtaining the result of his actions. The article provides some guidance on the use of these technologies.
Key words: mathematics teaching methodology, school, didactic goal, educational goals. Introduction.
The relevance of the chosen topic is due to the fact that in recent years a large number of computer products for educational purposes of various directions have been developed. Unfortunately, there are no methods for their practical use in the school educational process, including in the process of teaching mathematics. Creating a methodological basis for the use of these products is very important. A specific feature of secondary school informatization is the need to supply computers along with application programs. They should cover all major school disciplines (mathematics, physics, chemistry, etc.). And the lack of methodological recommendations in existing educational computer products that take into account the specifics of a particular subject and the training of a teacher will lead to the fact that in many schools they will not be in demand, regardless of quality and content. And the other side of this issue is that not all teachers are ready for the effective use of computer technology and computer products for educational purposes in the educational process. And the training or retraining of teachers for the use and application of computer training products in the educational process is of great importance. Questions of methods of teaching mathematics using information technology and computer products for educational purposes are directly related to the issues of informatization of education. Experts note that the use of computer technology in the learning process is one of the means to increase the efficiency of the process of mastering knowledge. Most of the existing and developing methods of intensive training are based on the widespread use of various forms of audiovisual information, and computer technologies provide invaluable assistance here, making it possible to eliminate many shortcomings in the professional training of specialists. Although the role of education is constantly growing throughout the world and education systems have been appointed in each country, it should be at the level of practical knowledge and orientation of the peoples of the world. Today, in the Republic of Uzbekistan, very big changes are being made in the field of education, which is a significant event.
1Normamatova LobarShavkatovna - Teacher of 3rd school of Samarkand district.
2 Umarov Shokirjon Sheralievich - Teacher of academic lyceum of Samarkand State University.
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Main part.
The general goal of the lesson (the unity of teaching, upbringing and development) gives rise to new content and structure of mathematics lessons. Let us briefly describe the structure of two lessons conducted with the aim of "teaching to learn". Example 1. Teacher X. in the system of lessons conducted in the lower grades with the aim "teach to learn", provides special lessons: "How I teach lessons in mathematics." On the same day of the week, fifth graders were scheduled to have two math lessons. In the first lesson, a new rule for adding rational numbers with different signs was introduced for students, and the first steps were taken to develop the skills to apply the rule in practice. At the end of the first lesson, the fifth graders received a homework assignment: to work through the text of the textbook, to complete the exercises. The students did it not at home, but at the next math lesson. The teacher gives the target setting: "Guys, now we will do our homework together." We agreed on the sequence of its implementation: first of all, it is necessary to work out the text from the textbook, then learn the addition rule, but not by repeating it many times, but in the process of doing the exercises, pronouncing the rule first out loud, and then to yourself.
Each student has bookmarks in the textbook - blank strips of paper, the lengths of which coincide with the length of the page, and the width with the width of its margin. One such strip is combined with the field of the readable page. The text is read with a pencil in hand. At the first reading, markings of what has been read are made on a numbered strip: the main idea, for example, is marked with parentheses, especially important places with an exclamation mark or two vertical lines, etc. When re-reading, the student seeks to make out difficult places in the text, re-read the main thoughts, formulate the main questions and write down the answers to them in a workbook, etc. In working on the text of the last lesson, the students noted the most important thing -the addition rule and patterns for performing the action. Then, in accordance with the patterns, pronouncing the steps indicated in the rule, they perform the addition [1.p.85]. So gradually students acquire the ability to "learn lessons." Example 2. In high school, it is possible, based on the assumption that students are able to extract new knowledge from a mathematical book, to build a lesson in such a way that the discussion of new material that students studied independently at home comes to the fore. Students first ask questions on independently developed new material, show how they singled out the main thing, drew conclusions, etc. The second important requirement for a mathematics lesson is the rational construction of its content. There is no doubt that the main thing in a mathematics lesson is its mathematical content, which should deeply reflect the logic of a given subject and be decisive in everything that is done in the lesson. It is on the basis of the mathematical content of the lesson that students develop three types of skills and abilities: mathematical, general intellectual (methods of mental activity), skills and abilities of educational activity.
It is important to teach students not so much mathematical facts per se, but to introduce students to the methods of mathematics, to develop their thinking [2.p.123]. If, for example, it is planned to acquaint students in a lesson with a new theorem and its proof, then the entire content of the lesson should be looked at from the point of view of teaching deductive reasoning, general methods of proof, etc. The teacher also analyzes the same mathematical content from the point of view of the possibilities for students to advance in mastering educational actions, for example, actions "obtaining consequences" and "subsuming under the concept" [4.p.26]. Training of all types of content, skills and abilities should be carried out systematically, in a certain system. In each lesson, it is important to single out the core idea of its mathematical content and group everything else around it. The third requirement for the lesson is the optimal choice of means, methods and techniques of teaching and upbringing in the classroom. A large role in the selection of means, methods and techniques of work in the classroom is assigned to the teacher. The success of the case here depends largely on how deeply the teacher penetrates into the specifics of the educational material, how skillfully he sets educational cognitive tasks, taking into account the level of general and mathematical preparation of students, their personal qualities and predicting the results of using a particular means, method or technique. [3.p.355]. When choosing the means, methods and techniques of teaching, it must be remembered that they cannot be universalized. None of the means, none of the methods, taken in isolation, can ensure
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the achievement of learning goals. The specificity of the subject "mathematics" is such that the main teaching is visual-verbal means in various combinations. The lesson of mathematics is characterized by the complex use of visual and technical teaching aids.
Conclusion.
The lesson of mathematics is characterized by a variety of forms of organization of educational activities of students. The tasks of self-education, self-control and self-assessment of one's work require the development of individual forms of organization of educational activities. Group forms of work of students in the classroom are also being adopted. Correctly organizing the work of students in groups is a serious methodological problem. It is unacceptable that only stronger students be active in heterogeneous groups, that they impose their opinions, solutions to problems on other members of the group, let them write off ready-made solutions to problems, etc. Ill-considered group work can cause great harm to learning and education. It is good if the strong guide the work of the weaker students of this group, help them move forward, follow the progress of others. Depending on the goal, groups can be formed in very different ways.
References:
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© L.Sh. Normamatova, Sh.Sh. Umarov, 2022.
