Borodatova Anastasia Dmitrievna
3rd year student of the Faculty of Mathematics and Science Education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
GAME-BASED LEARNING METHODS IN MATH LESSONS
Annotation.The article is devoted to teaching mathematics based on game methods. The experience of using didactic games and the results of research on the effectiveness of teaching mathematics by the method of didactic games are the basis for our discussion. The result of this discussion is a positive statement about improving the quality of mathematical education through the introduction of didactic games in mathematics lessons.
Key words: game, didactic game, math, math games, efficiency, lesson, math lesson, gaming technologies.
In fact, only a small number of students initially show interest in a particular subject. Usually these are students who have skills in the subject. The rest of the students need to develop an interest in the subject or improve their level.
The concept of "game technology" includes a very large group of methods and techniques for organizing the educational process. Non-standard lessons with non-traditional teaching methods, unusual in meaning and organization. Such lessons are much more popular among students than ordinary everyday ones.
One of the most famous teachers of the USSR A. S. Makarenko wrote about the phenomenon of the game: " There is another important method – the game. I think it is somewhat erroneous to consider the game as one of the child's activities. In childhood, play is the norm, and a child should always play, even when doing serious business. ... The child has a passion for the game, and it is necessary to satisfy it. It is necessary not only to give him time to play, but it is necessary to imbue his whole life with this game. His whole life is a game..."[1].
The use of gaming technologies means the use of many techniques during the implementation of various forms of didactic play. And before applying them in the lesson, you need to familiarize yourself with the terms of use:
• the course and conditions of the game must correspond to the age of the students;
• the game should be based on the educational goals of the lesson;
• the game should not become a daily form of lesson;
• the game should evoke positive emotions in children for the development of their abilities to creatively find solutions to the problems posed [2].
In a modern school, which relies on the activation and intensification of the educational process, game activity is used in the following cases:
• as independent technologies for mastering the concept, topic and even the topic section;
• as part of a more general technology;
• as a lesson or part of it (introduction, control);
• as a technology of extracurricular work[3].
Based on this, the following types of "game" lessons can be distinguished:
1. Lesson-staging
2. Lesson-competition, lesson-KVN, lesson-excursion, lesson-competition, where game tasks are used in the learning process
3. A lesson organized in a game format with the inclusion of tasks characteristic of a traditional lesson (specify the correct formula, parse the sentence, etc.)
4. A lesson in which the game takes place only at a separate stage.
5. Various types of extracurricular activities (Olympiads, recitals, etc.) that can be held between parallel classes.
Pedagogical games are very diverse, and can be classified on different grounds.
There is also a need to develop not only students' knowledge, but also all key competencies. Therefore, methods are needed that can meet these needs. The method of teaching with the help of didactic games seems to be very promising.
Didactic game:
• makes students active
• develops their memory, imagination, concentration, thinking and speech
• clarifies the area of students' feelings, supports learning by experience
• increases self-confidence and self-knowledge
• makes social learning possible, prepares for various social situations
• motivates, develops interests, satisfies needs, leads to creativity and independence. [4]
Four main parts of the didactic game:
1. game environment
2. objectives of the game
3. the activities of the teacher and students, which are determined by the rules of the game
4. final assessment. [5]
Interactions between students and the didactic game environment should motivate students to work. This work leads to the realization of the goals of the game. The goals of the game are dedicated to educational goals that should be implemented by the game. The goals of the game determine the form of the game. The use of didactic games is valuable only if it allows you to achieve educational goals.
The purpose of this article is to study the influence of game teaching methods in mathematics lessons.
In order to study the influence of game teaching methods in a math lesson, we conducted a questionnaire on the basis of MBOU secondary school No. 2 in Shebekino, Belgorod region. The questionnaire was attended by students of the 5th grade consisting of 24 people.
Let's proceed to the analysis of the results obtained. Let's consider the influence of teaching methods in mathematics lessons. Let's illustrate the data obtained in the form of diagrams and histograms.
At the first stage, students were asked to solve problems with and without the use of didactic games and answer the question "Were you interested in solving these problems?". The analysis of the students' answers gave the following results that the use of didactic games influenced the interest in solving these problems (Fig.1).
Figure 1 – Showing interest in solving problems with and without the use of didactic games.
Based on our observations, we can say that didactic games are an incentive for children to solve various problems in mathematics. The game is motivational for children because of the interesting game environment and the competitive moment.
At our next stage, we wanted to find out if game methods help in solving various problems. Figure 2 shows that the use of didactic games in mathematics helped in solving problems. Attitudes in the motivation of educational activities and the integration of didactic games improve the quality of mathematical education.
Figure 2 – Pie chart of improving the quality of problem solving.
So, in conclusion, it can be noted that game teaching methods contribute to better assimilation of educational material, create a positive working mood in the classroom, allow you to make any educational material fascinating and interesting for students. Therefore, it is necessary to include game moments in each lesson, but not as a relaxation of the situation, but in order to activate the knowledge of children.
List of references
1. Makarenko, A.S. Some conclusions from pedagogical experience / A.S.Makarenko. – Vol.5. – M., 1958 –p.79.
2. Pedagogy: pedagogical theories, systems, technologies// Textbook.- M.: Enlightenment, 1988.- p.456
3. Borovskikh, A.V. Game: activity or thinking? / A.V.Borovskikh// Pedagogy. - 2015. No. 7 – p.51.
4. Pedagogy: pedagogical theories, systems, technologies// Textbook.- M.: Enlightenment, 1988.- P.456
5. Clarin M.V. Pedagogical technology in the educational process. — M.:Knowledge, 1989.
