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374THE ROLE OF INFORMATION TECHNOLOGY IN TEACHING GEOMETRY
IN SECONDARY SCHOOLS
Gulomjon Gafurovich Kurbonov Dilnoza Siroch kizi Istamova
Bukhara State University
ABSTRACT
This article examines the role of some of the features of geometry, affecting new teaching methods, as well as the relationship of geometry with other sections. We will discuss the use of new methods in teaching geometry, as well as the progress of the corresponding information technologies. Modern experience confirms that in geometry lessons the use of such classics as blackboard, chalk, paper and pen is not enough. Information systems make it possible to make lessons more dynamic and interesting without much effort. in this regard, it is worth mentioning information technology (ICT) in geometry.
Keywords: geometric shapes, information technology in analytical geometry, ICT, Geometer's, Sketchop, Cinderella.
Custom tutorials provide information about the composition and purpose of various actions within geometry. These activities, such as plotting, defining properties, plotting, working with geometric objects on a sheet within boundaries, help children develop math skills. Measuring, finding relationships, analyzing, comparing geometric shapes, etc. develops analytical skills. Even if the task is just matching, it will involve different activities. In the junior years, more standard technologies are used, and in the senior classes, specialized technologies are used, in accordance with the classical approach. ICT components in geometry The main elements of ICT application in geometry are that students master modeling, compare images, find differences, determine the features and possibilities of combining elements. The component of artistry is also important, it allows you to look at geometry from an aesthetic point of view. This component makes it possible to build a connection between analytical geometry and various subject areas for students with creative abilities. "Why should I do Analytical Geometry?" - such a question was asked to the students.
Some answers:
1. You can plan your residence using various geometric elements. The development of diagrams and documentation is an important stage for the implementation of architectural work.
2. Solving problems, math problems directly helps to improve skills.
3. Dividing the whole into parts, fractions and relationships are too directly related to geometric analogs.
4. Geometry plays a large role in the development of most people in many specialties.
5. Math is fun. If it is spoken about correctly and at the right time, it can generally increase interest in all subjects [1, 2].
In connection with constant changes, as well as with the results we received in the framework of teaching mathematics, the following main goals of our work can be distinguished:
1. Ability to establish links between different topics, as well as with other subjects.
2. Ability to reason logically.
3. Solving problems in non-traditional ways.
4. Ability to look at the problem from an unconventional perspective.
5. Mastering the mathematical apparatus.
6. Expansion of horizons.
7. Ideas about the personalities of famous mathematicians.
8. Increasing attention, perseverance and responsibility.
9. Ability to connect mathematics with other subjects: drawing and drawing in grades 10-11.
We believe that mathematical ICT is needed to achieve these goals. In recent years, there have been discussions about the teaching of mathematics, this is due to the increased attention of mathematics teachers to this issue. If students begin to reflect on the teacher's example and are not afraid to share their thoughts with the class, they can create new information that will lead to a useful discussion within the class. At this moment, an important student problem is solved. It becomes noticeable that this way of teaching mathematics is more productive, in contrast to other, non-discussion, mathematics lessons. This is how the road to deep reflection begins. The following abilities are developed: thinking, building connections, generalizing, proving and, most importantly, solving problems. Students want to see a fully interactive representation of 3D objects on whiteboards as they solve problems.
For the use of computer technology at school, it is important to have the necessary equipment. The use of ICT should not reveal the power of the computer, but the power of the student. Therefore, the atmosphere created by the teacher in the classroom contributes to the development of students' creativity.
Thus, when using ICT, students will demonstrate confidence and activity [4]. Such studies were carried out at the beginning of the century. It is sometimes believed that the use of training and education programs and projects has two reasons:
- it makes it easier for the teacher to work;
- not differing from the teacher, can only fulfill the role of setting the problem.
It can be concluded that these results are associated with the lack of ICTs replacing teachers in the alternative solution of any problem. Technology takes technology to the next level with interoperable classroom work.
In mathematics lessons, the computer allows students to explore, solve, analyze data, reason, etc. Along with this, when the student turns to the computer to perform such elementary operations as counting, calculating, graphing, the student's thinking stops, and it follows that technology does not justify itself in training, because over time, many negative results are observed [3-30]. Here, the main goal is to ensure the behavior of the student studying mathematics.
Every result, regardless of whether it is correct or false, should not upset the student. Dynamic geometry systems such as Geometer's, Sketchop, Cinderella, etc., include both private and general programs. The computer takes over the research phase of the work, the paper and pen are no longer needed.
At present, with the help of information tools that have more powerful graphic capabilities than conventional computer programs, it is possible to transform any geometric figure.
These systems provide the following capabilities:
- you can easily build geometric shapes;
- on the constructed drawings, you can take various measurements (length, volume, etc.);
- drawings can be shown in different projections (for example, a pyramid - in the form of a polygon);
- they can be applied to all sections of geometry;
- they allow you to avoid working on ready-made figures;
- student work with these tutorials is considered more thoughtful.
ICT (information and communication technologies) that have existed since the beginning of the century can be used in the classroom as an addition to the educational process. But if this method of work is used not as an additional, but as the main option, this will become one of the stages of rapid development [6]. This provides the potential for in-depth study of computer science (Paint to Math type stage). If the role of the coordinator, occupied by the teacher, remains unchanged, then it will have an impact on the students [7].
Considering the above, the studies conducted revealed the following conditions:
- not to memorize formulas, but to be able to build connections between them;
- to understand the various options for solving the problem, not out of habit, but in accordance with the data;
- be able to move from the private to the general;
- use experience for mathematical modeling;
- understand the correctness of the operation performed using the table;
- not remember the ready-made information transmitted by the teacher, know the source of the information;
At present, the above conditions are combined to work with new technologies.
SCIENTIFIC PROGRESS VOLUME 2 I ISSUE 4 I 2021
ISSN: 2181-1601
The lesson is not passive, but active, with obligatory feedback from the teacher. As a result of research conducted by me in the training center "KAINAT Training Center", when teaching the "geometric content line" in a class of 16 students, the mastery of the topic was observed with an indicator above 67%.
Since the projection obtained when the height (h) is tilted by a certain angle depends on h, it compensates (inverse proportionality).
Like this task, examples of this kind can be solved up to a certain point with the help of ICT. Teachers should focus on the following elements:
- special attention to geometric constructions;
- work not out of habit, but in a research direction;
- thinking from the particular to the general;
- arrangement of students' geometric works according to a certain rule in the form of a sequence;
- connection with other subjects.
The teacher must motivate students and, in order to create discipline in the classroom, must convince students of the importance of the knowledge gained. You do not need to develop slides for every topic of the geometry course.
The school may change teaching among all teachers. This is a common work, teachers can achieve high results in a short time without significant effort. At the same time, the teacher, after building feedback with the student, should think that this student may become a mathematician in the future. Therefore, this method should be applied not only in schools, but also in lyceums and universities.
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