METHODS AND FOUNDATIONS OF TEACHING GEOMETRY IN PRIMARY SCHOOL MATHEMATICS

Аннотация

Although the issues of organizing problem-based teaching of students in analytical geometry and improving theirlearning activities are covered in anumber ofscientific literature, in most cases, the main attention is paid to independent work performed in the classroom or outside the classroom. The problems of activating their learning through non-traditional problem solving and self-assessment have hardly been developed. However, working on such issues helps to strengthen the knowledge gained during the lesson, expand it further and enrich it with new knowledge. Control of knowledge through self-assessment increases students' interest in learning, encourages learning, and makes it possibleto democratizetheeducational process. Kеywоrds:geometry, elementary mathematics course, method, example,solution. INTRОDUСTIОN The didactic goal of the complex technology of teaching analytic geometry in the plane is to provide future mathematics teachers with professional knowledge and skills in this subject, taking into account the national and regional characteristics of the educational process in higher educational institutions of pedagogy. The planned results of training in analytical geometry are presented in the form of clearly expressed requirements for the knowledge and skills of students foreach moduleofthecourse. Thetask ofthis technology is not only todevelop thesystem of science-related knowledge, spatial imagination, logical thinking, the ability to analyze, generalize, prove, and classify, but also to realize the student's personal opportunities, abilities and potential, to realize his creative potential and is to createconditions. MАTЕRIАLSАNDMЕTHОDS One of the unique features of educational technologies is the ability to measure the goals and achievement of these goals based on the established diagnosis. In the developed teaching technology, the quality of knowledge is measured by categories such as level of mastery, thoroughness of mastery, and awareness. Special methods are used to measure the level of formation of professional skills. Taking into account the professional orientation of future teacher training, we set the following teaching goals fortheplane analyticgeometry course: -higher theoreticaland practical level of students' HEIprogram ensuring their possession; - to teach how to solve mathematical problems, tasks and exercises of different levels of difficulty and to use theapparatus of analytical geometry in the plane in solving other branches of geometry, mathematical sciences andpractical tasks; - bringing the school geometry course to the knowledge system, illuminating the school geometry course from a higher perspective; -development ofgeometric thinking and improvement ofacquisition of"geometric" language; 425 INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR RESEARCH & DEVELOPMENT SJIF2019:5.2222020:5.5522021:5.6372022:5.4792023:6.5632024:7,805 eISSN:2394-6334 https://www.ijmrd.in/index.php/imjrd Volume12,issue04(2025) -mastering integrativegeometric and methodical knowledge in theirunity and interrelationship. RЕSULTSАNDDISСUSSIОN The content of education is determined by the curriculum and educational programs for this subject in accordance with the State educational standard of higher professional education. When developing the teaching content, it is necessary to observe the mandatory minimum content for this subject. The content of a separate lesson is determined taking into account the need to reflect the goals and tasks set by the teacher, the specific features of this subject in the content of the subject. When choosing educational material, it is necessary to take into account the existing educational opportunities of students and the direction of specialization. The principle of professional- pedagogical orientation of the course requires the inclusion in the teaching content of such elements that contribute to the formation and development of professional skills of future mathematics teachers, and this component must be related to the content of the course. The principle of taking into account the national-regional characteristics of students requires that the content of thecoursebe presented taking into account thenational characteristics ofstudents [2]. Teaching tools.Every student has theright to choosehis/herindividual form of study. In this case, the student prepares a plan of educational activities in advance with the teacher, one of its components is the list of control measures and the deadlines for their implementation (it is indicated when, what and how much material the teacher will control the material). Traditional organizational forms prevail inthis teaching technology, and individual teaching forms are used. The dominant method at the initial stage of teaching is the explanatory-illustrative method. Later, thismethod is combined with elements of dialogical and problem-based methods. Regarding the educational process as a pedagogical system, it is appropriate to talk ab