Methodology Of Teaching Mathematics In Primary Grades Dustov Sunnatullo Rahmonovich, Yusupov Anvarjon Alijonovich, Akhtamkul Azamkulov
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JPNR - S09 - 877
CONCLUSIONS AND RECOMMENDATIONS
Development of elementary mathematical imagination in children is the main condition of the teacher - the tasks of L and the formation of the basics of arithmetic in kindergarten, - the development of the imagination of quantity, space and time. In each lesson, the educator reveals the main issues of the content of the subject and the method of working on it in the lesson. It should be noted that the given recommendations; are typical examples of assignments, exercises, and questions that should be given to children. The number of such exercises should be determined independently by the teacher, taking into account the specific conditions of working with the class. A wide use of didactic instructional material is characteristic for teaching large groups of children. Assignments related to practical work, exhibition organization can also be considered as examples. The teacher can make corrections to them based on the instruction manual he has. In most cases, the recommended oral exercise material can be given by the teacher in different ways, and sometimes it can be changed depending on the readiness of the group. The didactic games recommended by the teacher should also be creatively approached. In this case, it is possible to use the games itself, taking into account the specific tasks of each activity, which are used to conduct the games. Mathematical methodology is a branch of pedagogic science that is part of the system of pedagogic sciences. Setting new goals in teaching led to a radical change in the content of mathematics education. In order to effectively teach elementary school students in mathematics, it is necessary for the future teacher to acquire and thoroughly master the mathematics teaching methodology developed for elementary grades. The subject of the methodology of primary education in mathematics consists of the following: Justification of the intended purpose of teaching mathematics (Why mathematics is taught, taught). How to scientifically develop the content of mathematics education (what to teach) to match the level of knowledge integrated into a system to the age characteristics of students if distributed, consistency is ensured in learning the basics of science, the burden of training sessions on educational work is eliminated, the content of education corresponds to the specific knowledge capabilities of students. Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Special Issue 9 ¦ 2022 7484 Scientific development of teaching methods (how to teach, that is, what is the methodology of educational work so that students acquire the economic knowledge, skills, abilities and mental activity that are needed today should be? Teaching tools - use of textbooks, didactic materials, instructions, manuals and educational and technical tools (what to teach with). The purpose, content, methods, tools and forms of teaching are complicated in the main content of methodological aspects, and it can be illustrated with a unique graphic. The methodology of teaching mathematics is inextricably linked with other subjects, first of all, mathematics - its main subject. Modern mathematics relies on set theory to support the concept of natural numbers. We come across the following tasks given for the first part of the modern mathematics textbook for primary grades: ―As many trucks as there are in the picture, paint as many squares in one row, as many buses as there are in the picture, as many squares in the 2nd row yes". Completing such tasks encourages children to establish mutual value correspondence between the elements of the indicated sets, which is important for the formation of the concept of natural numbers. MOM depends on the methodology of general mathematics. The rules established by the general mathematics methodology are developed taking into account the age characteristics of young students. 2. Connection of mathematics methodology with pedagogy and psychology, pedagogical technology sciences. The elementary school is inextricably linked with the science of pedagogy and new pedagogical technology, and relies on its laws. There is a two-way connection between MOM and pedagogy. On the one hand, mathematics methodology relies on the general theory of pedagogy and is formed on this basis. This situation ensures the unity of methodical and theoretical approach in solving the problems of teaching mathematics. On the other hand, in the formation of general laws of pedagogy, it relies on the information obtained by private methods, which ensures its viability and accuracy. Thus, pedagogy is "fed" from the specific material of the methods, it is used in pedagogical generalization and, in turn, serves as a guide for the development of methods. Mathematical methodology is related to pedagogy, psychology and youth psychology. Primary mathematics methodology is related to other science methodologies of education (methodology of mother tongue, science, painting, labor and other subjects). It is very important for the teacher to take this into account in order to correctly implement intersubject communication in teaching. Scientific research methods are methods of obtaining scientific information for the purpose of establishing legal connections, relations, connections and constructing scientific theories. Scientific-pedagogical research methods include observation, experience, familiarization with school documents, study of students' work, interviews and questionnaires. Recently, the use of mathematical and cybernetic methods, as well as modeling methods in teaching mathematics, has been noted. The concept of mathematics methodology was first described in 1803 by the Swiss pedagogue mathematician G. Pestalozzi in his work "Demonstrative study of numbers". The great thinker about primary education, Abu Rayhan Beruni, Abu Ali Ibn Sina, and others, in their free thoughts on education and training, presented advanced ideas in their time about the problems of learning the basics of primary education. those who advanced. Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Special Issue 9 ¦ 2022 7485 According to its structure, MOM is conditionally divided into three sections. General methodology of teaching mathematics. In this section, the purpose, content, methodology, form, methods, and methodological system of the mathematical science are revealed based on pedagogy, psychological laws, and didactic principles. Special methodology of teaching mathematics. This section shows ways to apply the laws and rules of the general methodology of teaching mathematics to specific subject materials. A clear method of teaching mathematics. This section consists of two parts: Specific issues of general methodology. 2. Special issues of special methodology. The methodology of teaching mathematics in elementary grades uses the methods used in pedagogical technology, information technology achievements in all pedagogical studies. The method of observation consists in perceiving the pedagogical process in a direct goal-oriented manner with appropriate recording of the results of observation under normal conditions. Monitoring will continue in the short and long term based on a plan with a specific goal in mind. Observation can be continuous or selective. In continuous observation, a larger phenomenon (for example, the cognitive activities of young students in mathematics lessons) is observed, while in selective observation, small-scale phenomena (for example, independent work of students in mathematics lessons) are observed. An experiment is also considered an observation and is carried out in a specially organized, controlled and systematically changed environment by the researcher. The analysis of the results of the experiment is carried out by the comparison method. The interview method can also be used in pedagogical research. Clearly identifying the goals and tasks of the research, developing its theoretical foundations and principles, creating a working hypothesis, are the main criteria in the formation of the teaching methodology of mathematics in elementary grades. Download 308.72 Kb. Do'stlaringiz bilan baham: |
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