Shukurlayeva Aigul

Methods of teaching mathematical analysis using information technology

1. Kapkaeva L.S., Tagaeva E.A. (2017) ‘Methodical system of teaching high school students

algebra and the beginning of mathematical analysis in terms of continuity between school and

university.’ Online magazine "World of Science" 201, 5(5).

https://cyberleninka.ru/article/n/metodicheskaya-sistema-obucheniya-uchaschihsya-starshih-

klassov-algebre-i-nachalam-matematicheskogo-analiza-v-usloviyah/viewer

The article deals with the problem of teaching high school students algebra and the principles

of mathematical analysis in terms of continuity between school and university. The authors

comprehensively substantiate the relevance of the problem, which is due to a number of

reasons: the introduction of federal state educational standards for general and higher

education, focused on ensuring continuity at all levels of education by creating a unified

system of continuous education; the complexity and multilevel nature of the process of

teaching mathematics at school and university; reduction in the number of hours for

studying mathematical disciplines in universities and poor mathematical training of school

graduates entering technical and pedagogical universities. The authors correlate the

improvement of the process of teaching students in algebra and the principles of

mathematical analysis with the construction of a methodological system for teaching this

discipline in terms of continuity between school and university. The structure of the

methodological system is represented by the target, theoretically meaningful, procedural,

methodologically, criterion-level resulting components. The article gives a description of

each component. The basis of the content component is the system of tasks for each section,

built in accordance with certain principles. The proposed model is based on systemic

activities and student-centered approaches to learning.

2. Malangtupthong, P. (2022) ‘Factors influencing mathematical problem-solving competency:

a case study on high school students.’ PSAKU International Journal of Interdisciplinary

 Research 11(2): 2730-3632.

https://www.researchgate.net/publication/361275617_FACTORS_INFLUENCING_MATH

EMATICAL_PROBLEM-

SOLVING_COMPETENCY_A_CASE_STUDY_ON_HIGH_SCHOOL_STUDENTS

This study is aimed at studying the factors affecting the competence of students in solving

mathematical problems in high school. The reliability of the article is average, it is based on

primary and secondary studies, such as reviews of relevant literature. The article includes

studies of the influence of teachers, attitudes to mathematics and motivation of achievements

on the ability of students to solve mathematical problems. The population consisted of high

school students who are studying under the "Science and Mathematics" program in the 2021

academic year for 20,948 students in the secondary education service department of Samut

Sakhon and Samut Songkhram. A multi-stage sample was used to select 400 high school

students in Samutsakhon and Samutsongkhram province in the first semester of the 2021

academic year. Therefore, this article will help in the study of factors that positively affect

the competence of solving mathematical problems, such as teacher teaching and attitude to

mathematics.

3. Maharjan, M. (2022) ‘ICTs into mathematical instructions for meaningful teaching and

learning.’ Adv Mobile Learn Educ Res, 2(2): 341-350.

https://www.researchgate.net/publication/361260204_ICTs_into_mathematical_instructions_

for_meaningful_teaching_and_learning

This article examines the role of ICT tools in mathematics, their features and importance in

promoting meaningful learning of mathematics. The reliability of the article is high, primary

and secondary sources are used, such as reviews of relevant literature, bibliographies. Based

on the available literature, this study has shown that GeoGebra, Google SketchUp and

Microsoft Mathematics are excellent ICT tools for visualizing mathematical concepts,
 creating 3D models and finding solutions and graphical representations of more complex

mathematical concepts and/or illusions. Software such as Matlab and Mathematica has been

found that promotes the study of mathematics, but they are used less frequently, and their

functions can be found among the three programs listed above. This study also demonstrates

the importance of these ICT tools in advancing math teaching and learning from elementary

school to university level.

4. Wu, H. (2022) ‘Mathematical Analysis.’ In book: Mathematical Foundation of Fuzzy Sets.

2023 John Wiley & Sons, Ltd.

https://www.researchgate.net/publication/366702853_Mathematical_Analysis

This chapter presents some materials from mathematical analysis. This explains the infimum

and the supremum. The chapter describes the lower limit and the upper limit. Engineering

and mathematical fields related to artificial intelligence, operations research, and decision

theory are currently heavily dependent on fuzzy set theory. The chapter introduces the

mathematical foundations of fuzzy sets, as well as the latest achievements in the field of

operations with fuzzy sets and arithmetic, offering a comprehensive introduction to this

important area of applied mathematics. The result can be used either as a textbook or as an

invaluable reference for working researchers and specialists. It provides a detailed

description of operations on sets, fuzzification of clear operations, and much more.

5. Pham, S. (2022) ‘GeoGebra As a Tool to Enhance Understanding of the Concept of

Derivative of a Function and Develop Mathematical Competencies.’ Vietnam Journal of

Educational sciences, 10(15): 105-114.

https://www.researchgate.net/publication/359790118_GeoGebra_As_a_Tool_to_Enhance_U

nderstanding_of_the_Concept_of_Derivative_of_a_Function_and_Develop_Mathematical_C

ompetencies
This article is about a study among mathematics teachers to determine the views of teachers

and their teaching practices. The reliability of the article is high, since the research was

conducted with the guidance of the authors of this article. The study was conducted within

the framework of the Teaching Practice course, the data of which consisted of lesson plans

prepared by primary teachers, video recordings of lessons in which they applied these plans

in practice, field notes made while observing the lesson, and transcripts of individual

interviews with teachers after lessons. The participants connected mathematical

understanding with mathematical interpretation of situations or problems arising in everyday

life, presentation of mathematical ideas, answers to all questions related to the subject, and

the development of a positive attitude to mathematics. They started their lessons with

examples from everyday life, and then reminded students of their previous knowledge, gave

definitions of concepts and worked with students on sample exercises using various

representations during lessons.