Babayeva Mahfuza Abduvoyitovna

IMPLEMENTATION OF A COMPETENCY-BASED APPROACH TO TEACHING MATHEMATICS
Babayeva Mahfuza Abduvoyitovna
The department “Elementary Education”
Teacher of Termez State University
E-mail: [e-mail]
Abstract: A number of research works are being carried out in the world to improve the quality of teaching mathematics, introduce advanced pedagogical technologies in the educational process and use opportunities for interdisciplinary integration, create methodological support aimed at developing the creative abilities of students. In particular, it is important to effectively use the capabilities of the subject in teaching mathematics, to improve teaching methods for solving problems of problem situations when solving practical and applied and natural science, the use of scientific and methodological developments on the theoretical foundations of the subject in the educational process. Therefore, the article singles out a number of problems related to the kinematic section of physics in the algebra course, and describes the technologies for their solution.
Key words: visual demonstration, book, mathematical problem, educational technologies, flow, speed, path, time, event, comparison method, situation, practical exercises.
It is natural that the tasks of the modern school change in essence in sync with the demands of society. After all, any process that takes place in the psychological-pedagogical space-school, which "draws" the image of the world, which is imprinted in the mind of a teenager for a lifetime, teaches him, educates him and forms the basis of personal culture, serves the interests of students. First of all, the school should create an educational environment that provides students with modern knowledge, independent acquisition of information, observation, sorting, processing and exchange of information, independent orientation and the formation of basic competencies that will allow them to be active in social relations, professional and personal life. necessary.
Basic competencies are a set of abilities, skills, and life skills that a person must possess in order to be successful in their personal life, professional activities, and social relationships, regardless of who they are or what their profession is.
Problem solving is important in strengthening and developing students 'knowledge at school, as well as arousing students' interest in science, broadening their mathematical worldview, discovering scientific abilities, developing independent problem-solving skills, as well as achieving high results in mathematical training.
In the lessons, the topics are organized from simple to complex. Interdisciplinary connections can be seen in solving problems, such as motion, mixing, work, combinatorics, numerical problems, and observations.
If such issues are explained in connection with the upcoming PISA tests in our country, we will have formed in the student not only scientific, but also vital factors.
Let’s look at a few geometric issues below. These are issues that the student tries to think logically, using the knowledge, skills, and abilities they have learned to solve logically.
Issue 1. At 6:00, how many minutes later will the minute mile reach the hour mile?

To solve this problem, the student must have formed concepts such as angle, angle types, angle measurement, protractor, clockwise.
Similar issues can be considered as a problem after passing the topic of angles in a geometry class.
In solving a problem, the teacher must listen to the students and allow them to find a solution, which is the purpose of competency education.
First of all, if we think about the minute mile, the minute mile rotates 360 degrees in an hour (60 minutes) (the clock rotates completely), so it rotates 360 degrees in one minute: 60 = 6 degrees. The spindle rotates the clock completely at 12 hours (720 minutes), which means that the clockwise rotates 360 degrees per minute: 720 = 0.5 degrees. A reader who knows the spread angle will immediately realize that the angle between the hour and minute miles at 600 hours is equal to 1800. As the minute shaft moves, so does the clock shaft. Assume that after x minutes they fall on top of each other, which means that at this time the clock shaft rotates by 0.5 · x degrees, and the minute shaft rotates by 6 · x degrees. 6x = 0.5x + 180 5.5x = 180 x = 32 After 8/11 minutes they fall on top of each other.
Issue 2. At 5:55, how long does it take for the hour and minute miles to overlap?
Now the angle between the hour and minute miles is 210 degrees.