УМУМИЙ ЎРТА ТАЪЛИМ МУАССАСАЛАРИДА

УМУМИЙ ЎРТА ТАЪЛИМ МУАССАСАЛАРИДА АНИҚ ФАНЛАРНИ ЎКИТИШДА ИНТЕГРАЦИОН ЁНДАШУВ.

Нуритдинова Санобар Бахридиновна.

Тошкент шахар Шайхонтохур тумани

180-А мактаб математика фани ўкитувчиси

Аннотация: Ушбу мақолада умумий ўрта таълим муассасаларида аниқ фанларни ўкитишда интеграцион ёндашув масалалари ёритилиб, математика фанининг таълимдаги роли ва унинг мазмун-моҳияти, интеллектуал ривожланиш имкониятлари мухокама этилган.

Калит  сўзлар: математика, интеграция, интеграцион ёндашув, интеллектуад ривожланиш, математик тил, математик мухит

INTEGRATED APPROACH TO TEACHING SPECIAL SUBJECTS IN ESTABLISHMENT OF GENERAL SECONDARY EDUCATION

 Nuritdinova Sanobar Bakhridinovna.

Shaykhantahur district of Tashkent city

180-A school mathematics teacher

Annotation: This article illuminated the issues of an integrated approach to teaching specific subjects in establishment of general secondary education, discusses the role of mathematics in education and its content, opportunities of intellectual development.

Keywords: mathematics, integration, integration approach, intellectual development, mathematical language, mathematical environment

INTEGRUOTAS POŽIŪRIS Į SPECIALIŲJŲ DALYKŲ MOKYMĄ ĮSTEIGIANT BENDRĄJĄ VIDURINĮ UGDYMĄ

Nuritdinova Sanobar Bakhridinovna.

Taškento miesto Shaykhantahur rajonas

180- A mokyklos matematikos mokytojas

Anotacija: Šis straipsnis nušvietė integruoto požiūrio į konkrečių dalykų dėstymą kuriant bendrąjį vidurinį ugdymą klausimus, aptariamas matematikos vaidmuo ugdyme ir jo turinys, intelektinės raidos galimybės.

Reikšminiai žodžiai: matematika, integracija, integracijos požiūris, intelektinė raida, matematinė kalba, matematinė aplinka

Mathematics is the key and door to the sciences.     

Galileo Galilei

As we know, mathematics is a fundamental part of human thought and logic, and integral to attempts at understanding the world and ourselves. Mathematics provides an effective way of building mental discipline and encourages logical reasoning and mental rigor. In addition, mathematical knowledge plays a crucial role in understanding the contents of other school subjects such as science, social studies, and even music and art.

Mathematics introduces pupils to concepts, skills and thinking strategies that are essential in everyday life and support learning across the curriculum. It helps pupils make sense of the numbers, patterns and shapes they see in the world around them, offers ways of handling data in an increasingly digital world and makes a crucial contribution to their development as successful learners. Pupils delight in using mathematics to solve a problem, especially when it leads them to an unexpected discovery or new connections. As their confidence grows, they look for patterns, use logical reasoning, suggest solutions and try out different approaches to problems. Mathematics offers pupils a powerful way of communicating. They learn to explore and explain their ideas using symbols, diagrams and spoken and written language. They start to discover how mathematics has developed over time and contributes to our economy, society and culture. Studying mathematics stimulates curiosity, fosters creativity and equips pupils with the skills they need in life beyond school.

Learning mathematics subject for pupils include a focus on the child’s intellectual development, by providing the following opportunities:

 (a) problem-solving strategies;

 (b) deductive reasoning, which includes reasoning logically and systematically;

(c) creative thinking, which is characterized by divergent and imaginative thinking;

(d) inductive reasoning that leads to the articulation of patterns and generalizations;

(e)communication of mathematical ideas orally and in writing, using both formal and informal language, and in diagrams and symbols.

     If we stop, Integrated mathematics. This the term used first in the United States to describe the style of mathematics education which integrates many topics or strands of mathematics throughout each year of secondary school. Each math course in secondary school covers topics in algebra, geometry, trigonometry and analysis. Nearly all countries throughout the world, except the United States, follow this type of curriculum.

In the United States, topics are usually integrated throughout elementary school up to the eighth grade. Beginning with high school level courses, topics are usually separated so that one year a student focuses entirely on algebra, the next year entirely on geometry, and then another year of algebra and later an optional fifth year of analysis (calculus). The one exception in the American high school curriculum is the fourth year of math, typically referred to as precalculus, which usually integrates algebra, analysis, trigonometry, and geometry topics. Statistics may be integrated into all the courses or presented as a separate course.

If we learn and analyze the facts, there are five ways of integrated approach to teaching special subjects in establishment of general secondary education we view it in the example of the math subject:

The first way indicated using math language and it engage pupils in mathematical talk whenever possible. Mathematical talk can happen anywhere and at any time. It is as simple as commenting on the number of something, the patterns or shapes, or how many more of something there is. For example, when a pupil comes in and says to you, “Look at my new book. Do you like it?” Instead of answering with a simple “yes,” give a quick comment about why. “Oh, I do like all those quotes. They make such a lovely meaning. Can you read me the meaning of quotes in your book?”

The second integrated math way is to Engage pupils in purposeful play and activities. As teachers we know how important it is to defend every move we make in the classroom, but just because something ticks the box for a given math standard does not mean that it is the best activity we should be using.

Following activities: coloring, cutting, and pasting shapes on a worksheet, or using special “I Spy” glasses to find said shapes in a given area of our classroom and finding a second item that matches in shape. Coloring and cutting are valuable for building fine motor and they do have a purpose (I use those activities in my room at times as well), but why not combine the two to incorporate more play based learning? Better yet, extend that “I Spy” activity to discuss how the two found items are different, even though they are the same shape. This is a visual discrimination skill, and could even be extended to shapes we see in letters.

The third way is to provide a mathematically rich environment. We hear of literacy-rich classrooms all the time, but when was the last time we sat back and thought about how mathematically rich our classroom is? Do you have numbers labeling steps in a set of tasks, or shapes to identify small groups or graphs of who is having what for lunch? Just like literacy-rich classrooms have letters and words abound, a mathematically rich classroom should have numbers, colors, shapes, graphs, and patterns at every turn.

The fourth are singing, chanting a song and read poetry. It’s all related to math. Children can repeat the rhythm by clapping, or better yet, make patterns to the rhythm. Children can count how many times the word is sung, or graph the sight words in the song.

The last way is reading picture books, even during math block. It’s amazing how many children’s books are full of math concepts. From counting books and cookbooks to science picture books and fairy tales. Just about any book can be used to reinforce math concepts. Reading a few picture books as children come in from lunch? Take a moment at the end of each page to ask mathematical questions, not just literacy based questions.

In conclusion, it is very important to use an integrated approach to teaching special subjects in establishment of general secondary education. If we provide them with a strong foundation, our students have the potential to become great mathematicians. This foundation will not come from simply following a set of instructions in a heavy spiral-bound teach manual, it comes from integrating math and reinforcing those math skills at every chance we get.

Bibliography:

1.Derek Haylock. Aims of mathematics teaching. Thangata (2007).

2. National Council of Teachers of Mathematics (NCTM) (1989): Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM

3.Schroeder, T. L. & Lester, F. K. Developing understanding in mathematics via problem solving (1989)

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