Innovative technology of mathematics training

At the present time, many different pedagogical technologies are known -decision making technologies, development of critical thinking, etc., as well as methods for providing these technologies - methods for the semantic, figurative, symbolic introduction of a figurative picture, the method of forecasting, mutual learning, etc. «Pedagogical technology is a system the method of creating, applying and defining the whole process of teaching and mastering knowledge, taking into account technical and human resources and their interaction, which seeks to optimize forms of education» (UNESCO). The primary school teacher must develop the skill of solving both simple and compound problems by the values on the basis of which they can solve more complex problems in algebra and physics in the upper grades. In connection with this, the improvement of the methodology for studying magnitudes, the use of various pedagogical technologies in solving problems on quantities is an actual problem. Based on these definitions, it can be seen that the methods are an integral and integral part of pedagogical technologies. And since the pedagogical technologies are aimed at the result, then the methods should be chosen, respectively, effective.

Many scientific studies have shown that one of the most effective methods is interactive methods. Interactive learning is a special form of organizing cognitive activity, which has specific goals. One of such goals is to create optimal learning conditions, such that the learner feels his intellectual competence, which makes the learning process itself effective. Based on the practice successfully conducted in the primary classes of educational schools in Uzbekistan, the following interactive methods can be used: - work in small groups (aquarium, large circle, zigzag, boomerang); - educational games (role, business, educational); - graphic organizers (ZHU, Venn diagram, fish skeleton, two-part diary, cluster, T-scheme, lotus flower, mind map, decision tree, «How?» Scheme, «Why?» Scheme); - study of new information material (insert, synquine, cube, mosaic); - an interactive lecture (a student as a teacher, a binary lecture, each teaches everyone); - project method (Scale of opinions, discussion, debate, symposium); - brainstorming (brainstorming, reverse brainstorming, «Look at the root», the decision tree), etc.

One of the conditions for the effectiveness of pedagogical technology is the creation of optimal conditions for the ability to realize oneself through the creation of a learning environment, as a culture of a «school» organization, a favorable psychological climate, etc. When creating a learning environment, the teacher must take into account the focus on the student, orientation on different ways of perception, focus on interaction, recourse to the experience already available to the student, the content of riddles and potential discoveries in himself, attraction, motivation of pupils to study sci, research, self-orientation, to finding problems and finding their solutions.

Information and communication technologies will increase the productivity of the teaching and upbringing process only if the teacher is well aware of and understands the psychological basis for their application. When learning it is necessary to influence all the senses of the learner. There are three types of information reception: 1) visual (where visual analyzers are involved); 2) audial (where the auditory perception of information is involved); 3) kinesthetic (based on sensations, feelings). As is known from psychology, visual analyzers have a higher bandwidth than auditory analyzers. The eye can perceive millions of bits per second, the ear - only tens of thousands. If a person only hears information, then he remembers about 20% of his volume, if he sees it - he remembers about 30%, if he hears and sees - remembers about 50%, if a person is involved in active activities in the process of studying, then the assimilation of the material rises to 75 %.

Interactive methods, when properly used, will help to assimilate even the most complex material, such as magnitudes. The use of interactive methods, problem situations and practical work in the study of quantities excludes the possibility of erroneous interpretation of various methods of measuring quantities. The ability to carry out justification in problem situations, actively participate in the process of studying quantities, conduct practical work on measuring quantities, allows you to control yourself when performing tasks on quantities such as finding the length of the body, the area of the rectangle and its perimeter, the mass and body capacity, etc. The use of information technology helps visually and colorfully present hard material for perception. In the presentation, we can use animations, movement, which is impossible with simple visualization. We can also use sound design. For example, if you study the value of time, you can use the following presentation.

Value, as well as number, is the basic concept of the course of mathematics of primary classes, the task of which is to form in children the notion of magnitude as a certain property of objects and phenomena, which, above all, is connected with measurement. The problem-practical approach to the study of quantities excludes the possibility of erroneous interpretation of various methods of measuring quantities. Ability to carry out such a justification allows you to control yourself when performing tasks that require finding the length of the body, the area of the rectangle and its perimeter, the mass and capacity of the body, the measurement of time, and so on.

Used sources:

• 1.    Беляев И. А. Человек и его мироотношение. Мироотношение и мировоззрение // Политематический сетевой электронный научный журнал Кубанского государственного аграрного университета (Научный журнал КубГАУ). — Краснодар: КубГАУ, 2011. — № 09(73). С. 310—319.

• 2.    Т. И. Ойзерман. И. И. Жбанкова. Л. А. Мясникова. Мировоззрение .Гуманитарная энциклопедия [Электронный ресурс] // Центр гуманитарных технологий, 2002–2018 (последняя редакция: 16.03.2018)