Oygul Bekmuratovna Berdieva
Ph.D. Candidate of Pedagogical Sciences, Head of the Department of “Methods of Exact and Natural Sciences”, Surkhandarya Regional Territorial Center for Retraining and Advanced Training of Public Education Staff Surkhandarya, Uzbekistan
DOI : https://doi.org/10.47191/ijmra/v4-i5-13Google Scholar Download Pdf
ABSTRACT:
This article provides information on the problem of continuity and continuity in the teaching of mathematics and the extent to which it is provided in education. The concepts of continuity and continuity in education are explained in terms of topics in mathematics. The consistent, sequential, coherent placement of mathematical knowledge and its delivery to students is demonstrated by explaining the topics. This means that if a sequence is not maintained in any subject, that is, if the acquired knowledge does not complement the initial knowledge, if it is not enriched in content, if it is not interconnected, it does not form a certain understanding in the student and shows the effectiveness of such teaching. Also, factors influencing the implementation of state educational standards based on the competency approach introduced in our schools have been developed.
KEYWORDS:continuity, sequence, continuity in education, interdisciplinary connection, competence, subject, factor.
REFERENCES
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VOLUME 04 ISSUE 05 MAY 2021
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