CURRENT PROBLEMS OF TEACHING MATHEMATICS AT SCHOOL

ABSTRACT

This article discusses the problems of teaching mathematics, as well as the causes of their occurrence (difficulties in mastering mathematical concepts, lack of motivation to learn mathematics). Strategies are being developed to improve the effectiveness of teaching mathematics.

Keywords: teaching mathematics; current issues; student motivation; individualization of learning; pedagogical strategies.

In recent decades, mathematics has occupied a central place in the educational systems of many countries, including Russia. It is not only the basis for studying other sciences, but also forms logical thinking, analytical abilities and critical perception of information among students. However, despite the importance of mathematical education, there are significant problems in modern school institutions that require careful analysis and the search for effective solutions.

One of the key problems faced by schools is the difficulty of students learning mathematical concepts. Mathematics, as a subject, requires not only memorization of formulas and algorithms, but also a deep understanding of logical relationships and principles. Many students have difficulty comprehending abstract concepts, which leads to a decrease in their academic performance and, as a result, to a loss of interest in the subject. It is important to note that these difficulties may be related both to the specifics of the subject itself and to its teaching methods, which do not always meet modern requirements.

The lack of motivation to learn mathematics is also one of the urgent problems. Many students do not see any practical value in studying mathematics, which leads to the formation of a negative attitude towards the subject. In an environment where students are increasingly turning to alternative sources of information and learning, it is important to develop strategies that will help increase interest in mathematics and demonstrate its importance in everyday life and future professional activities.

Teaching mathematics in school is not a static process. It requires constant updating and adaptation to modern challenges and demands of society. Participation in scientific and methodological conferences allows you to refresh existing experience, accumulate new ideas and approaches to learning, as well as set up interaction between different levels of education and science, which, ultimately, will form a new quality of mathematical education in the country [2].

Eliminating the difficulties that arise in the assimilation of mathematical concepts requires a careful approach on the part of educators and a systematic analysis of the causes leading to difficulties. These difficulties can be divided into several categories, each of which requires an individual approach.

The lack of specific knowledge and skills among younger students complicates the learning process. Children often have difficulty naming the components of arithmetic operations, which is due to the underdevelopment of semantic memory. This leads to the fact that students cannot correctly distinguish between basic mathematical operations such as addition and subtraction.

The key point in the learning process is the emotional state of the children. Fear and nervousness often block the assimilation of new material. In math lessons, this can manifest itself in insufficient concentration and, as a result, poor results. The social component associated with the perception of mathematics as a complex discipline directly affects students' self-confidence. Negative emotions can lead to the fact that the child stops trying to understand the material, refuses to participate in lessons and assignments [3].

The problem of the lack of an individual approach to teaching deserves special attention. The same method is not always enough for different students, since each of them has its own peculiarities of perception and understanding of the subject. It turns out that in order to teach children effectively, it is necessary to use a variety of pedagogical approaches and techniques that meet the needs of each child [1].

The importance of individualizing learning in mathematics is becoming increasingly evident in the modern educational process. Its implementation contributes not only to a deeper assimilation and understanding of the objects of study, but also to the formation of personal qualities in students that will be necessary both in their studies and in later life. As a result, it becomes possible for students to successfully prepare for the state final certification, where each student, taking into account their strengths and weaknesses, can show their knowledge at the proper level [3].

Improving the effectiveness of mathematics teaching in schools is a task that requires an integrated approach and a variety of strategies. There are various methods that can be applied to make learning more productive and fun for students.

One of the most relevant strategies is the integration of modern technologies into the educational process. The use of interactive programs, learning platforms and mobile applications allows teachers to create rich lessons that generate active interest among students.

Another important strategy is the use of game–based and project-based learning methods. Game elements in the educational process contribute to increasing the motivation and interest of students. Project assignments can be aimed at both collective and individual learning, which also develops teamwork and communication skills. All this helps not only to assimilate the material, but also to apply it in practice [2].

An important aspect of improving the effectiveness of teaching is the use of non-standard and logical tasks. They stimulate creative thinking and help students find new ways to solve problems. Applying logic tasks in everyday situations can make lessons more dynamic and interesting, encouraging students to think outside the usual framework [1].

Another important strategy remains to prepare students for the final assessment. Final exams, such as the OGE and the Unified State Exam, require teachers to adapt teaching methods to new requirements. This helps to create an environment in which students feel more confident and perform better on exam assignments [2]. The optimization of the educational process, taking into account the upcoming inspections, will contribute not only to the preparation of students, but also to the materialization of new approaches to learning.

Thus, an integrated approach to teaching mathematics involves the use of technology, games, design methods, the development of critical thinking and preparation for certification.

In conclusion, this paper can be summarized and highlight key aspects related to the current problems of teaching mathematics at school. The problem of teaching mathematics in modern educational institutions is multifaceted and requires an integrated approach to its solution. In the context of rapid changes in society and science, as well as in connection with the development of technology, it is necessary to rethink traditional methods and approaches to teaching mathematics.

References:

1. Actual problems of teaching mathematics and computer science in schools and pedagogical universities: the collective. monograph / I.M. Smirnova [et al.]. Moscow: Prometheus, 2017 – 238 p.
2. Methods and technology of teaching mathematics: a course of lectures: textbook. manual for students of math. fac. universities / [author: N.L. Stefanova, N.S. Podkhodova, V.V. Orlov, and others]. Moscow: Bustard, 2005 – 416 p.
3. Theory and methodology of teaching mathematics at school: [textbook. manual] / under the general editorship of L.O. Denishcheva. Moscow: BINOM. Lab. znanie, 2011 – 247 p.