Features of the influence of interactive teaching methods on the involvement of children in a math lesson
Krainyukov Alexander Sergeevich
3rd year student of the faculty of mathematics and natural science education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
Abstract: The article examines the process of using interactive teaching methods in mathematics lessons. Conclusions are drawn about the effectiveness of using interactive teaching methods and their impact on the involvement of students in the learning process. Interactive methods make it possible to conduct classes with greater spontaneity, emotional uplift due to the absence of complex electronic and mechanistic technologies and tools. Interactive learning has a positive impact on both improving the quality of knowledge and improving the performance of students. Students learn to apply their knowledge in new situations, learn to use it in practice and independently extract it. They learn to communicate, make friends, be merciful, attentive to each other – this is also the result of educational cooperation.
Keywords: interactivity, interactive methods, interactive whiteboard, math lesson, math teacher
Through the rapid change of modern society and the introduction of modern computer technologies into it, many areas of human activity are being modernized and integrate various developments in the field of IT technologies to increase the convenience and efficiency of their work. Such developments have created real prerequisites for the renewal of the entire education system, which is reflected in the development and introduction of elements of new content and new educational technologies into the practice of the school. Interactive methods contribute to solving this problem, which are not something new, but are not widely used in the real educational process, and sometimes even fall out of the teacher's arsenal. Increasingly, a teacher works in a classroom where every student has a computer. The use of electronic textbooks, interactive manuals, interactive simulators, interactive posters, etc. in the educational process allows you to visualize, individualize and differentiate the learning process. At the same time, each student can work in an individual rhythm, perform independent tasks of the selected level of complexity and see the result of their actions. Separately, I would like to mention interactive tests that allow us to quickly and objectively evaluate students, identify gaps in their knowledge, and prepare for final attestations on the subject.
The purpose of this article is to study the influence of interactive teaching methods of schoolchildren on their interest in the subject, as well as their learning effectiveness.
This study is necessary to prove the effectiveness of the introduction and use of modern computer technologies in teaching children.
For a more complete understanding of the essence of interactive teaching methods, it is necessary to understand the term "Interactivity". Interactivity (from the English interaction) is one of the key categories of sociological analysis, describing the diversity of social interactions at various levels: interpersonal, group, institutional. Interactivity is the ability to interact or be in a dialogue mode with someone or something. The works of T.I. Dolgaya, A.A. Zhurin, E.O. Ivanova, T.V. Ilyasov, V.V. Krasilnikov, A.V. Osin, N.A. Savchenko, V.S. Toiskin are devoted to the study of the concepts of "interactivity", "interactive learning", "interactive learning tools". The study of the correlation of these concepts allowed us to conclude that interactivity is a fairly broad concept in terms of content, reflecting the nature and degree of interactive interaction of subjects of the information and educational environment.
The emergence of interactive teaching methods provides such new forms of educational activity as registration, collection, accumulation, storage, processing of information about the studied objects, phenomena, processes, transmission of sufficiently large amounts of information presented in various forms, control of the display on the screen of models of various objects, phenomena, processes. The term "interactive interaction" is widely used in both domestic and foreign pedagogical literature. In the narrow sense of the word (in relation to the user's work with software in general). Interactive interaction is a user's dialogue with the program, i.e. the exchange of text commands (requests) and responses (invitations). With more advanced means of conducting a dialogue (for example, if it is possible to ask questions in any form, using a "keyword", in a form with a limited set of characters), it is possible to choose the content of the educational material and the mode of operation. The more opportunities there are to manage the program, the more actively the user participates in the dialogue, the higher the interactivity. According to A.V. Rozhko, interactive learning method is a method that provides the emergence of a dialogue, that is, an active exchange of messages between the user and the information system in real time [4].
The main tasks of such interaction are: improvement of the information and educational environment of training; organization of the information exchange process; identification of individual points of view of the trainees.Interactive technologies apply techniques and methods that make the lesson unusual, more intense and interesting, master the educational material qualitatively and include the motivational sphere of the student. Interactive work can be used both in lessons of mastering the material and in lessons on the application of knowledge, in special lessons, as well as instead of a survey or generalization. Forms of interactive work can be group, pair, etc. Since in a small group the student is in more favorable conditions than in front-line work, work in pairs is often used, which consists in the fact that all children have the opportunity to speak out, exchange ideas with their partner, and only then announce them to the whole class. In this regard, it can be argued that interactive teaching methods are a multifunctional tool of the educational process. Their use in combination with various computer programs expands the didactic possibilities of using these tools in the educational process [1].
The research of B.S. Gershunsky, E.S. Polat, L.G. Sandakova, S.A. Hristochevsky, E.N. Yastrebtseva, S.V.Kuzmin in the field of information and communication technologies in education shows that with interactive educational interaction, the management style of the teacher and the teacher changes. In interactive educational interaction, techniques and methods are widely used, which largely repeat the methods used in traditional pedagogical practice. According to T.N. Noskova [3], ISO allows them to be strengthened, as feedback intensifies, the spatial-temporal boundaries of interactions expand.
Mathematics is characterized by the abstraction of objects, and research activity with mathematical content is mainly of a mental nature. With the help of tasks on an interactive whiteboard, it is possible to make the studied processes, difficult to understand, visible and visual. When teaching mathematics, tasks performed on an interactive whiteboard are most suitable for developing the research ability to determine the effect of changing conditions on changing an object, they are good because they allow the student to see how the data they enter affects the situation, what changes they lead to. The main difference between such models is that they can be dynamic. Their use together with other models allows students to observe the process of change and record its result. Completing tasks is aimed not so much at applying existing knowledge as at discovering new ones, at generalizing knowledge.
Thus, we can assume that interactive methods in teaching mathematics can increase students' academic performance, as well as their interest and involvement in the subject. Interactive methods can also facilitate the work of a teacher by opening up new opportunities in explaining new material and fixing it.
To confirm our hypothesis, we conducted a study on the basis of the «Krasnoyaruzhskaya Secondary School» in Krasnaya Yaruga. The study was conducted among 6th grade students. We conducted a questionnaire "Students' interest in a math lesson" (Appendix 1) and, after analyzing, obtained the following results (Diogram 1).
Diogram 1. The level of interest in studying mathematics
The results of the survey showed that a quarter of respondents have a low interest in studying mathematics, which indicates that children are not interested in math lessons and they do not want to study this subject. Approximately half of respondents have an average level, and a third of respondents have a high level.
Then, after the questionnaire, the teachers conducted a math lesson with the children using colorful presentations, an interactive whiteboard, as well as video accompaniment. The children answered teachers' questions, worked in groups, wrote on an interactive whiteboard, and also watched a scientific film on new educational material. After this lesson, a survey was conducted among the children again and the following results were obtained (Diagram 2).
Diagram 2. Level of interest in studying mathematics
Thus, we see that after conducting classes using interactive teaching methods, the interest of children in studying the subject of mathematics has increased. Half of the respondents began to have a high interest, a third an average interest. Also, the number of respondents with low interest decreased, which suggests that the use of interactive teaching methods increases the interest of children and their involvement in the subject.
Conclusion. Thus, we found out that interactive methods allow us to conduct classes with greater spontaneity, emotional uplift due to the absence of complex electronic and mechanistic technologies and tools. Our hypothesis about the influence of interactive learning on the involvement of children in the math lesson has been confirmed. Interactive learning has a positive impact, both on improving the quality of knowledge, and on improving the performance of students, their interest in the subject. The students are getting older from year to year. They are no longer able to work at the reproductive level, but to create. Students learn to apply their knowledge in new situations, learn to use it in practice and independently extract it. They learn to communicate, make friends, be merciful, attentive to each other – this is also the result of educational cooperation. Interactive learning helps the child not only to learn, but also to live. Thus, interactive learning is undoubtedly an interesting, creative, promising direction of pedagogy.
List of references
1. Alipkhanova F.N., Alieva R.R. Application of computer games in education. / Scientific and practical conference "Modern pedagogical technologies of professional education" – Moscow-Berlin, 2018. pp. 361-366.
2. Isaeva M.A. Principles of professional training of a mathematics teacher. // The world of science culture and education. 2017. No. .6 (67) pp. 350-352
3. Noskova T.N. Professional training of a future teacher to use modular audiovisual technology in the learning process (theoretical and applied aspects): abstract...dissertation of the Doctor of pedagogical Sciences. – St. Petersburg, 1998. – 54 p.
4. Rozhko A.V. The use of interactive learning tools in the educational process: http://shgpi.edu.ru/files/faculties/f11/info/conf_olimp_2009/konf/tmoi/rojko.doc
5. Umaev A.U., Salakhbekov A.P., Alieva R.R. Ways and methods of developing creative activity of students in the educational process. / Problems of modern pedagogical education. – Yalta, 2016. No. 53(4). pp. 277-283.
Appendix 1
Questionnaire "Students' interest in a math lesson"
1. I wish to study the subject because:
a) Mathematics is needed everywhere;
b) It is interesting to solve problems;
c) I like to calculate;
d) I want to learn to think logically;
e) I want to learn to think figuratively;
f) I want to have spatial thinking;
g) I like the teacher's lessons.
2. I don't want to study mathematics because:
a) Very difficult;
b) I don't understand;
c) I don't know how to solve problems;
d) I don't know how to build drawings;
e) The humanities do not need mathematics.
3. When encountering difficulties:
a) I try to overcome them;
b) I ask for help;
c) I quit this activity.
4. I feel satisfaction:
a) From understanding difficult material;
b) From solving complex problems;
c) From finding other solutions;
d) From plotting;
e) From solving examples with a large number of actions.
5. Who helps more at home in math:
a) Parents;
b) I do it myself;
c) I appeal to others.
6. Why do you study mathematics:
a) Interesting;
b) To know more;
c) Parents force;
d) I will go to university;
e) It is necessary for the profession.
7. Your attitude to mathematics:
a) I love;
b) I teach to get a good mark;
c) Not to be scolded at home;
d) I miss my lessons;
e) A lot of incomprehensible, but I would like to understand;
f) I don't want to teach her.
8. What should a teacher use in math lessons to arouse interest in the subject:
a) nothing
b) interesting creative tasks
c) entertaining games
d) be a kind teacher
