THE POSSIBILITIES OF USING THE MEANS OF ETHNOPEDAGOGY IN TEACHING MATHEMATICS

Abstract

Due to the political, economic, socio-cultural and other changes taking place at the present stage of society's development, there is a need to raise the educational process of the younger generation to a new level. In this regard, one of the topical issues of pedagogy is the use of ethnopedagogics in the educational process of primary classes and consideration of methods and methods of their use. The study of scientific and pedagogical works from this point of view has shown that there is enough material in Kazakh ethnopedagogy that can be effectively used in modern school practice in the process of teaching mathematics.

The article discusses the pedagogical possibilities of using genres of oral folk art (folk tales, proverbs, riddles, etc.) in teaching mathematics, shows didactic approaches to their use as a way of organizing learning or a means of teaching. In addition, it is noted that the means of ethnopedagogy are not always used unchanged, sometimes there is a need to transform the plots of some of them in accordance with the content of the lesson.

The effective use of the means of ethnopedagogy makes it possible to show the usefulness of studying program issues, provides a higher degree of clarity in the initial teaching of mathematics, establishes the connection of teaching mathematics with life, theory with practice.

It is revealed that the means of ethnopedagogy have great opportunities to increase the effectiveness of the educational process. These opportunities are connected, first of all, with the improvement of teaching methods, the formation of students' interest in studying mathematics. And this affects the motivation of students aged 6-10 to study mathematics and, consequently, affects the learning outcome.