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91INTERACTIVE METHODS IN PRIMARY SCHOOL MATHEMATICS
N. B. Otojonova
Chirchik State Pedagogical Institute of Tashkent region
ABSTRACT
This article provides information on interactive methods that can be used to teach mathematics in the primary grades and the effectiveness of their application.
Keywords: elementary school, mathematics, interactive methods: lost chain method, discussion, cluster.
INTRODUCTION
One of the most important requirements for the organization of modern education is to achieve high results in a short time without excessive mental and physical effort. To provide students with specific theoretical knowledge in a short period of time, to develop skills and competencies in a particular activity, as well as to monitor the activities of students, to assess the level of knowledge, skills and competencies acquired by them from the teacher requires high pedagogical skills and a new approach to the educational process. Today, a number of developed countries have a great deal of experience in this area, and the methods that form the basis of this experiment are called interactive methods. Modern pedagogical technologies, interactive methods, which are an integral part of the process of education reform, unknowingly enter the educational process with interest. Experience has shown that modern interactive strategies effectively absorb existing knowledge. Because the students who fill the classrooms today are happy, innocent, and sometimes dreamy children. There are even students who are eagerly awaiting the end of the 45-minute class and have a superficial view of education.
The interactive method is aimed at activating the acquisition of knowledge by students, the development of personal qualities by increasing the activity between students and the teacher in the learning process. Using interactive methods can help increase the effectiveness of the lesson.
The main criteria for interactive education are: informal discussion, the ability to freely express and express the learning material, the creation of opportunities for students to take the initiative, small group, assignments to work as a class team and other methods, which play a special role in increasing the effectiveness of educational work.
One of the main directions in improving teaching methods today is the introduction of interactive teaching and learning methods. All science teachers, including primary school teachers, are increasingly using interactive methods in their teaching. As a result
of the use of interactive methods, students develop the skills of independent thinking, analysis, drawing conclusions, expressing their opinions, defending them on the basis of reason, healthy communication, discussion, debate.
Interactive means that the interaction between teacher and students increases the effectiveness of the lesson, the student learns a new lesson through independent action, reflection, discussion, the student actively participates in the lesson independently of the set goal. Tries to find answers in small groups, that is, thinks, evaluates, writes, speaks, listens, and, most importantly, actively participates. Students who understand the content of the task based on interactive methods will enter the learning process with unknowing interest.
Interactive strategies of mathematics education based on modern pedagogical technologies are designed to facilitate the learning process, to identify, to cover a wide range of people, to make the teacher only a guiding supervisor, to teach freely and without obligation, and most importantly, it can provide extreme interest and effectiveness for students. Our main task is to develop ways to make the proposed mathematical information system as easy, interesting, versatile and effective as possible. The use of interactive strategies turns the compulsory math lesson process into an involuntary psychological game or competition, even if the above-mentioned passive students are a little, but indifferent to the general public, to the classroom debate in general. It encourages active participation.
EXPERIMENT AND RESULTS
While the traditional lesson requires students to learn only, the new model of mathematics education emphasizes the importance of teaching critical, independent thinking in addition to knowledge. Emphasis is placed on the need for conscious discipline to replace traditional, forced obedience in the teacher-student relationship during the lesson, which requires the student to acquire the skills of critical, independent thinking. In this regard, it is important to take into account the following:
1) the principles of approaches that have a certain system that requires the teaching process in mathematics to be organized using modern pedagogical technologies;
2) advanced pedagogical ideas about the need for effective application of pedagogical technologies in the system of continuing mathematics education;
3) the theory of pedagogical technologies in the activation of the teaching process and continuing education;
4) theory of development of critical thinking;
5) the theory of positive development of the person;
In general, the most developmental effect in teaching mathematics can be achieved
if:
- interactive teaching methods in the system of continuous mathematics education are used as a means of developing students' independent, critical thinking;
- the process of applying pedagogical technologies in the system of continuing mathematics education provides those who are taught with the opportunity to form a strong interest in the acquisition of mathematical knowledge, taking into account the real learning opportunities as accurately as possible;
- in the system of continuing education, the process of teaching mathematics is considered as a complex mental activity, which can be completed only if the stages of encouragement, understanding and thinking in the classroom are carried out correctly;
- in the system of continuing education, the teaching of mathematical concepts with practical content is used as a means to achieve the 3 main (educational, pedagogical, developmental) goals.
To do this, it is advisable to do the following.
1) to determine the educational and developmental role of pedagogical technologies in teaching mathematics to students;
2) to determine the criteria for choosing interactive methods in teaching mathematics to students and the principles of their application;
3) identify ways to use existing textbooks and manuals in the application of advanced pedagogical technologies in the system of continuing mathematics education;
4) development of educational-methodical, didactic handouts for schools on the use of interactive methods in the teaching of mathematics.
The pedagogical methods that are entering today's national pedagogy under the name of interactive methods are aimed at achieving high results in a short period of time without spending too much mental and physical effort on the student teacher. Delivering certain theoretical knowledge to a student in a short period of time, developing skills, competencies in certain activities, developing spiritual qualities, as well as monitoring and evaluating them, requires a high level of pedagogical skills and agility from the teacher.
The interactive teaching process should be organized in such a way that all students in the class are active, i.e. a certain part of the teaching materials is studied independently by students (individually, in pairs or in groups) during the lesson), then this material is discussed in detail in class. Practical work is done in the same way. Make sure students understand that they are reading and that the teacher is helping them to read and learn.
The teacher is also the organizer, leader and supervisor of the learning process. The student should feel comfortable in the classroom and the learning process should be emotionally satisfying so that he or she can express himself or herself freely. In addition, the teacher must be able to test the student's knowledge, determine his / her skills and abilities, and ask the right questions in order to know his / her personal
opinion. Choosing the right teaching methods and asking the right questions can be very effective in motivating students. To do this, you need to clearly define the purpose of the lesson, the topic, and carefully consider the way to achieve this goal. This means that the teacher must be able to anticipate what each interactive method will give to the student and organize the lesson correctly. The following rules must be followed:
Rule 1: All students in the class should be actively involved in the process. To do this, you need to choose a topic that all students can participate in and the appropriate method. The games are also chosen on the basis that if the role-playing games are played, the game is repeated several times so that each student is divided into all the roles.
Rule 2: Attention should be paid to the psychological preparation of students for the use of interactive game technologies. Because the student is not ready to take an active part in the lesson, to take on a role and express himself freely. Embarrassment, embarrassment, and usually fear of the outside world can occur. To prevent this, you will first need to use small, short-term exercises, encourage activity, and introduce voluntary participation.
Rule 3: In fact, interactive methods are more effective when working in small groups. Therefore, it is advisable to hold them in classes with no more than 30 students. Because the quality of teaching can be inversely proportional to the number of students. It is best not to have too many students in the classroom to listen to each student's point of view, engage everyone in the activity, and follow each student's actions. The room should be wide enough for the student to move around in small groups.
Rule 4: The classroom should also be prepared separately. For small groups, it is important to combine tables and desks, number and name them, move around, and leave enough space for creative work. If you need to work on the board and the stage, the chairs can be turned to the board or half-turned, and it is wrong for students to sit back on the board. All the equipment needed for the game and the method will be prepared in advance by the teacher and, if necessary, with the participation of students.
Rule 5: The essence of the method and the rules of the game must first be thoroughly explained and all conditions must be agreed in advance. For example, when working in a group, the group's tasks, the form of announcing the results, each type of work and the time allotted, the evaluation criteria are announced. This means that every student must be psychologically prepared to do what they know is right. It is important to pay attention to the fact that any opinion - opinion, listening to the proposal patiently, respecting each other and working together - is also agreed and studied.
Rule 6: Distribute tasks and roles to students, and divide students into groups. If only students are left to their own devices, the composition of the groups will remain the same, and only the more courageous, active, and curious students will participate in the game, and the shy, passive students will be left out. In the group, too, some students are
permanent leaders, and some students are almost invisible. That's why the choice has to be random and move.
The lost chain method is used in elementary school to restore a sequence. In this case, the teacher puts a sequence of topics, concepts, algorithms separately and randomly. Students need to build a logical chain of words that are in random order. This method can be used in groups of 4-6 people or in the whole class. For example, in the Grade 4 textbook, the rule for finding an unknown joiner is: To find an unknown joiner, you need to subtract a certain joiner from the sum, which is changed to: It should be noted that the words to be added are written on separate sheets of paper and placed randomly on the display board. Students restore order, or each group is given a set of words and restores the order of the groups.
Discussion is used with students to find a solution to a problem, such as solving a problem, taking a measurement, finding a convenient solution, and so on. The class can be divided into four groups and work in groups.
Problem-solving questions are used to create a problem situation in the classroom, to get a problem solved by independent students. The problem question and task are clearly stated by the teacher, written on the board, and the pair is asked to look for the solution in pairs. Each group's answer is heard and a single solution is generalized.
The cluster method also helps students to think freely, openly, and express their personal opinions on a variety of topics. It can be used with students individually or in groups. The cluster method teaches students to identify connections between concepts and to remember all the concepts on a topic. The cluster method is used to identify concepts that students know about a topic, and to identify concepts that students have learned after a topic has been studied. To implement the method, a key word or phrase is written in the middle of the board. Students are encouraged to write on the board all the words and phrases related to the word. Attempts are made to have more links, all words are written (until the last word is left), mistakes are ignored, and all students are given a chance. It is advisable to start with examples.
CONCLUSION
We know that teaching math in the elementary grades is important for today's school teachers. Therefore, the article shows how to use interactive methods that are useful and effective in teaching mathematics. Their effectiveness was highlighted, as well as the use of interactive methods depending on the topic.
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