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DEVELOPMENT OF INTELLIGENCE AND ATTENTION OF STUDENTS
IN TEACHING MATHEMATICS
Botirova N.
FerSU, teacher
Learning mathematics requires active mental effort. It is very difficult to
maintain voluntary attention throughout the lesson. Intense mental activity, a large
number of similar and generally routine additions or algebraic transformations
quickly tire students. The teacher needs to make sure that in the lessons of each
student he works actively and enthusiastically and use this as a starting point for the
emergence and development of curiosity, a deep cognitive interest. This is especially
important in adolescence, when more are formed, and sometimes only permanent
interests are determined and inclined to a particular subject. It was during this period
that the window strives to reveal the attractive side of mathematics [1]
One of students' characteristics which play an important role in learning
mathematics is logical-mathematical intelligence. This present study aims to identify
profile of students' logical-mathematical intelligence in general and specifically in
Аниқ фанларни ўқитишни модернизациялаш: инновацион таълимнинг янги моделлари ва амалиёти, 2020 йил 17 апрель
78
each indicator. It is also analyzed and described based on students' sex. This research
used qualitative method with case study strategy. The subjects involve 29 students
of 9th grade that were selected by purposive sampling. Data in this research involve
students' logical-mathematical intelligence result and interview. The results show
that students' logical-mathematical intelligence was identified in the moderate level
with the average score is 11.17 and 51.7% students in the range of the level. In
addition, the level of both male and female students are also mostly in the moderate
level. On the other hand, both male and female students' logical-mathematical
intelligence is strongly influenced by the indicator of ability to classify and
understand patterns and relationships. Furthermore, the ability of comparison is the
weakest indicator. It seems that students' logical-mathematical intelligence is still
not optimal because more than 50% students are identified in moderate and low
level. Therefore, teachers need to design a lesson that can improve students' logical-
mathematical intelligence level, both in general and on each indicator.[2]
Intelligence is the ability to solve complex problems in changing
circumstances. A few words about each of these types and how successfully they
develop in mathematics lessons.
• This is the ability to analyze abstract tasks;
• this is the ability to think logically;
• this is the ability to solve problems in the form of mathematical equations;
• This is the ability to quickly find numerical patterns and apply them to solve
problems.
These abilities are an essential prerequisite for the development of many
branches of science, since the mathematical foundations are the foundation of many
other sciences.
Applications of mathematics are also widely distributed in the field of
economics and other special sciences, and are beginning to be used in linguistics and
medicine. This kind of intelligence develops absolutely in mathematics, moreover,
in every lesson it is necessary to try to influence the development of all types of
mathematical abilities, which will be discussed a bit later.
Аниқ фанларни ўқитишни модернизациялаш: инновацион таълимнинг янги моделлари ва амалиёти, 2020 йил 17 апрель
79
Now let's talk about how to develop these types of intelligence in lessons. In
principle, the intellectual level of personality development is determined primarily
by two factors: the amount of information acquired (this is erudition) and the ability
to use this information (this is directly the intellectual development of the
personality). By acting on various types of intelligence, we develop the student’s
abilities and thinking.
• Logical abilities are expressed in isolating particular cases from some general
position and studying them, in creating an economical, consistent and optimal
scheme for solving the problem (and in developing a strategy for this solution), in
conducting evidence-based reasoning, using methods of proving “by contradiction”,
promotion in solving problems “from the end to the beginning”, reference to a
counterexample, and others.
What tasks develop this or that ability? Appendix 2 presents (of course, very
conditionally) various types of tasks that affect the mind, reason and mind in
different ways with different types of thinking, which, in turn, can also be divided
into a specific (objective) form and nature of problem solving , abstract (figurative)
and intuitive (verbally logical). Thinking develops throughout a person’s life and
undergoes changes as the intellect develops: from concrete, clearly effective (to get
a toy, assemble a pyramid) to abstractly intuitive (inductive and deductive
conclusions, analogies).
The very subject of “mathematics”, by the mere fact of its study, is already a
powerful tool for the development of intelligence, and, as a consequence, of the
student’s thinking and abilities. And if we dilute the “routine” of the solved examples
and tasks with non-standard exercises, giving them a couple of minutes of the lesson,
the level of impact will become several times higher.
The intellectual development of schoolchildren in mathematics depends on the
personality of the teacher. Pupils should be interested in the classroom, whether it
be a lesson, an elective or a quiz, they should feel the growth of their abilities. [4]
Аниқ фанларни ўқитишни модернизациялаш: инновацион таълимнинг янги моделлари ва амалиёти, 2020 йил 17 апрель
80
Literature:
1.The development of students' intellectual abilities in mathematics lessons
Urinboeva L.U. Pedagogical sciences. 2017
2.Students’ logical-mathematical intelligence profile April 2018
3, Jörg B. Tylaker, Ulrich Wiesinger. IQ training. Your way to success.
Moscow, AST Astrel, 2004.
4,. Lapitskaya Tatyana Viktorovna, teacher of mathematics, State institution of
education "Secondary school No. 16 of Grodno".
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