Improving the effectiveness of teaching through collaborative teaching technology in primary school mathematics

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"Экономика и социум" №1(92) 2022 www.iupr.ru
and science program, and collaborative teaching as recommended by Israeli and 
European scholars. The processing of the study material involves the development 
of design activities, training discussions and debates. These ideas complement and 
didactically enrich each other. 
Realizing that the technology of collaborative learning leads to the success 
of each student in the group, the ability to work independently and diligently, to 
master the material for the full and quality performance of educational tasks, to 
cooperate with peers. 'lib prepares the ground for mutual aid. There are several 
ways to organize collaborative learning in collaborative learning technology: 
1. In team teaching (R. Slavin) students are divided into two equal teams. 
Both teams perform the same task. Team members work together to complete the 
learning tasks, focusing on each student acquiring the knowledge, skills, and 
competencies required for the topic. R. Slavin, one of the authors of Collaborative 
Learning Technology, argues that it is not enough to instruct students to complete 
assignments collaboratively. Students need to have a real partnership, a sense of 
joy in the success of each student, a sense of sincere support for each other, a 
favorable socio-psychological environment. In this technology, in determining the 
quality of students' acquisition of knowledge, they are not compared with each 
other, but with the daily result of each student compared with the previously 
obtained result. 
2. Collaborative teaching in small groups (R. Slavin, 1986). In this approach, 
small groups of 4 students. The teacher explains the topic first, and then the 
students' independent work is organized. The assignments given to the students are 
divided into 4 parts, and each student completes a certain part of the assignment. 
At the end of the task, each student thinks about the part he / she has done, teaches 
his / her peers, and then the group members draw a general conclusion about the 
task. 

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