Modern methods of teaching mathematics

MODERN METHODS OF TEACHING MATHEMATICS Abstract: This article discusses the methods of teaching mathematic. Keywords: mathematic, school, method, subject, synthesis, analysis

The effectiveness of teaching students in mathematics largely depends on the choice of the forms of organization of the educational process. In my work I prefer active methods of teaching. Methods of active learning are a combination of ways to organize and manage the educational and cognitive activities of trainees who have the following main characteristics:

forced learning activity;

independent development of solutions for students;

high degree of involvement of students in the learning process;

priority for development or acquisition mathematical skills;

constant communication with students and teachers, and independent work of teaching.

Methods of active learning provide and directed activation of students' mental processes, i.e. stimulate thinking when using specific problem situations and conducting business games. facilitate memorization while singling out the main thing in practical exercises, stimulate interest in mathematics and develop a need for independent acquisition of knowledge.

For the organization of actively cognitive activity of students in the classrooms, the optimal combination of active teaching methods is crucial. The selection of these methods can be carried out according to an algorithm that includes: analysis of the content of the training material, the definition of the objectives of the lesson (it is desirable for the purposes of learning to reflect the expected levels of mastering knowledge and skills on the subject, the goals of education and development are formed in part): from the goals.

A chain of failures can turn away from mathematics and capable children, on the other hand, learning must go close to the student's ability ceiling: a sense of success is created by the understanding that significant difficulties have been overcome. Therefore, for each lesson I try to carefully select and prepare individual knowledge, cards, the basis for an adequate assessment of the student's abilities at the moment, take into account his individual abilities.

Differentiated education promotes development of interests and abilities of children. Interest is a process not sufficiently studied in psychology.

Experience shows that there are many factors that shape interest in mathematics: these are curious tasks, the influence of the teacher, parents, ambition, etc. The most reliable way to increase the probability of awakening interest is to ensure the manifestation of all these factors; create the necessary atmosphere of genuine enthusiasm.

A significant influence on the development of mathematical abilities is provided by collective discussions and work. In view of this, in my work I apply all sorts of team competitions such as: mathematical battle. a lesson - the mutual learning of students, a lesson - KVN and others.

Lesson - Mathematical KVN requires careful preparation.

The first thing I do is determine the leaders who can become captains of the teams. I work very carefully to prepare several students to work as consultants during KVN. The lesson begins with my opening address, I set the task, I remind you of the order.

Competition "Warm up" is a 5-minute independent work on the sheets. Tasks for them their "Mandatory learning outcomes." Winning teams that have managed to solve everything correctly and to hand over the leaves on time. The hourglass is very decorated. They bring the game element. In addition, all can see how the precious time "expires". The subsequent oral account is held in the form of a competition "Blitz-tournament" - with tasks like: "What would that mean?" and "Find the error."

Students themselves find or compose tasks for rivals with the motto: "Find an error." The next contest is "Homework". Assistants to the captains check them during the "Workout" and "Blitzkursnir". If all the team's work was done correctly, the team gets 5 points. For errors from the total number of points are deducted.

A great success captains competition. I select interesting tasks for them but I give them identical cards. The winner is recognized as the first to complete the task correctly. The teams not only root for the captains, but also help them: they carry out the same tasks and can bring the team points for the original decision. At the end of the lesson, a consultancy competition.

Each consultant receives cards with an assignment, performs it on the board and explains his decision to the students. The task of the team of rivals is to "fill up" the consultant with questions, the guys play a misunderstanding of the task explained.

The winning consultant can bring the team 10 points 5 - for the correctness and speed of the solution and another and 5 more for an excellent explanation.

I sum up the results, I congratulate the winners, I console the losers, and I note the tasks that the guys are successful in, as well as those that need to be worked on.

Mathematical fights are a very attractive form of solving non-standard problems. If in the usual lesson for the most part the students decide for the teacher, for the sake of evaluation, and for the Olympiads - for themselves, then during the matboi, for the victory of their team. I spend a mini matboy as a lesson (in the lesson, a couple).

The level of tasks I select according to the level of commands. In the preparation and conduct I give complete independence to the students. I concentrate the children's attention on the content aspects, and not on the desire to win at any cost.

The idea of a mathboy is simple. The teams solve the same tasks, then they in turn tell the solutions, and their opponents check.

To determine in which order the teams will tell the solution of the tasks, the teams make "calls": one calls the number of the task whose solution it wants to hear, and the other tells whether the call is accepted.

If the called team wants to respond, then it expands the rapporteur, and the other team of the opponent to verify the decision. The jury gives the teams points for both the report and for the opposition.

Used sources:

• 1.    . Neifel’d É.A., Demchuk K.M., Kharus G.I., Bubnova A.É., Domanskaya L.I., Shtrapenin G.D., Paranchich S.Yu. Semiconductors. USA. 1997. –Vol. 31, Iss.3. –P.261-264.

• 2.    Gulyamov G., Erkaboev U.I., Sharibaev N.Yu. Modern phys. Lett. B. 2016. Vol. 30. No.7. P. 1-7.

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