Volume 04 Issue 11-2024
27
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
11
Pages:
27-30
OCLC
–
1368736135
A
BSTRACT
The article presents an overview of the theoretical and pedagogical foundations for developing the
communicative competence of future teachers. The author also analyzes the content of the special subject
"Communicative competence of a teacher" for developing the communicative competence of a future
teacher.
K
EYWORDS
Mathematics, competence, competency, communicative competence, communicative activity,
psychological preparedness, pedagogical communication.
I
NTRODUCTION
The role of pedagogical simulation games in the
formation of communicative skills and abilities of
future mathematics teachers is great. Business
games allow junior students to get acquainted
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4.0 licence.
Research Article
PEDAGOGICAL FOUNDATIONS FOR THE DEVELOPMENT OF
COMMUNICATIVE SKILLS OF MATHEMATICS TEACHERS
Submission Date:
November 09,
2024,
Accepted Date:
November 14, 2024,
Published Date:
November 19, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-11-05
Saidova Nilufar Rozimorotovna
Associate Professor of Navoi Innovations University, Doctor of Philosophy in Pedagogical Sciences (PhD),
Uzbekistan
Norkulova Zebiniso Khamza kizi
Teacher at Navoi Innovation University, Uzbekistan
Jumaqulova Zilola Shuhrat kizi
Teacher at Navoi Innovation University, Uzbekistan
Volume 04 Issue 11-2024
28
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
11
Pages:
27-30
OCLC
–
1368736135
with the features of pedagogical activity before
starting pedagogical practice at school and try
their hand at the chosen field of activity. It helps
students to increase their level of self-esteem,
self-relationship, determine the direction of
professional and personal growth.
The construction of seminars in the form of a
business or role-playing game is one of the forms
of solving the problem of forming communicative
skills and abilities of future teachers. The role of
educational
business
games
in
the
methodological training of teachers at a
pedagogical university is enormous. They
integrate all three areas of improving
methodological training: in solving problems of a
methodological nature (in determining the goals
of teaching a subject at different stages, etc.),
theoretical level (mastering the theory, forming
concepts, etc.), problems of organizing training
(in forming the ability to navigate in pedagogical
situations, in choosing teaching methods, etc.).
Mathematics, unlike most other disciplines taught
at school, does not study directly the things that
make up the world around us, but the quantitative
relationships and spatial forms inherent in these
things. Mathematics teachers face a difficult task -
to overcome the emerging idea in the minds of
students about the "dryness", formal nature, and
isolation of this science from life and practice. The
peculiarity of the science of mathematics also
explains the specificity of the tasks that arise
before the mathematics teacher - to use the
teaching of his subject for educational purposes.
And for us, mathematics teachers, the task is more
difficult than in the case of other sciences. Since
mathematics studies not the things themselves,
but their relationships between them, and
therefore necessarily requires raising to a certain
level of abstraction. Often one comes across the
assertion that accustoming to a strict logical train
of thought is the first and main task of the
mathematics teacher. However, for me, and for
many other mathematics teachers, the main
common point of the educational function of
mathematical education is accustoming students
to the completeness of argumentation. Studying
mathematics, a schoolchild for the first time in his
life encounters high demands on the
completeness of argumentation. At first, it
surprises, repels, frightens him, seems
unnecessary to him. But gradually, day after day,
he gets used to it. The most important thing for
me is to accustom the children to mutual
criticism: when one of them proves something or
solves a problem in front of the whole class, all the
others should look for possible objections and be
able to express them. And the child who “fights
off” such objections, silences all his critics, will
inevitably experience the joy of victory. At the
same time, he will feel that it was logical
argumentation that was the weapon that gave
him this victory. But speech training is also
necessary for victory, which includes the ability to
express your thoughts logically and consistently.
Please remember to format the citation correctly:
The
communicative
competence
of
a
mathematics teacher of teaching efficiency can be
connected precisely with the admission of
content-speech shortcomings, expressed in the
Volume 04 Issue 11-2024
29
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
11
Pages:
27-30
OCLC
–
1368736135
vagueness of statements, incorrect, inappropriate
use of speech means.
The second task is to determine the distinctive
features of physical and mathematical disciplines,
correlated with the specifics of their speech
design, adequate to the objects, goals, tasks and
methods of scientific knowledge.
The third is to derive indicators of the degree of
influence of the features of the disciplines of the
physical and mathematical cycle on the nature of
professional intellectual communication.
The fourth task is to create special creative
communicative tasks reflecting the features of
physical and mathematical disciplines and aimed
at improving the professional communicative
competence of the teacher.
As an example, let us consider the features of the
professional communicative competence of a
mathematics teacher. Mathematical explanation
has the form of presentation-reasoning based on
the disclosure of the features of a mathematical
object, its goals and objectives. It includes a
dialogized form of intellectual communication
aimed at developing cognitive independence and
creative abilities of students. Reasoning, if
considered in the context of professional
communicative competence, includes the
following: a) the ability to formulate a thesis of a
certain mathematical position; b) the ability to
pose a problem based on a brief presentation of
the material; c) the use of analytical forms of
explanation: dependence, exclusion, inclusion,
mathematical solutions; d) the use of logical
forms of presentation: analysis, synthesis,
comparison, generalization; e) the ability to
derive final knowledge from intellectual
communication. The features of the professional
communicative competence of a mathematics
teacher can also include specific difficulties
associated with the language of this science. This
language leaves almost no room for the use of
emotional-rhetorical
structures
in
the
presentation of the material. The language of
symbols, numbers and graphs is aimed at
implementing the nominative function of speech.
However, such a component as love for one's
subject also plays a significant role in professional
communicative competence, which allows one to
find inspiration in the language of numbers and
symbols, to see the beauty of the logical
construction of mathematical knowledge.
Intellectual
communication
significantly
increases its educational and upbringing
effectiveness if the mathematics teacher manages
to convey this love for the harmony and classical
simplicity of mathematical science to his
students.
Having outlined the specifics of the professional
and communicative competence of a teacher of
mathematics, it is important to note that
intellectual communication as a dialogized form
of teaching includes general pedagogical
requirements of professional communication,
which is a distinctive feature of pedagogical
universities, since it is important for a future
teacher not only to know the subject well, but also
to be able to convey knowledge. Such
requirements include the following: a) stable
regulation of students' attention and activity
Volume 04 Issue 11-2024
30
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
11
Pages:
27-30
OCLC
–
1368736135
based on a correctly chosen form of
communication; b) the productivity of using the
form of open and hidden dialogue during
collective cognitive search and reflection; c)
establishing contact with the audience based on
common goals and objectives of teaching; d) the
use of new technologies that develop students'
creative activity in the process of intellectual
communication.
The professional competence of a teacher lies not
only in the transfer of subject knowledge, but also
in teaching certain techniques, methods, and
techniques with the help of which future teachers
will teach their students. And in this regard,
knowledge of the characteristics of the disciplines
of a particular cycle, their role in mastering
professional communicative competence will
help the future teacher to correctly organize
intellectual communication of an educational and
upbringing nature.
The business game allows you to create an image
and model of yourself in the profession, develop a
direction for your own professional development,
develop the ability to re-evaluate accumulated
knowledge and experience, analyze your
capabilities, realize responsibility in the chosen
profession, the need to comply with the standards
of professional ethics, and master modern
intellectual technologies.
The formation of the listed qualities, so necessary
for the training of highly qualified specialists -
future teachers of mathematics and computer
science, ready to qualitatively perform their
professional duties, must be developed in the
process of studying all disciplines, including
mathematical and computer science disciplines,
through direct teaching of the subject and
specially developed methods.
R
EFERENCES
1.
Handbook of the research program on the
assessment of literacy of international
students. Inspectorate for Quality Control of
Education under the Cabinet of Ministers of
the Republic of Uzbekistan. Tashkent, 2019.
2.
International PISA program. Primary reading,
mathematics
and
physical
education.
Kovaleva G.S., Ph.D., Krasnovsky E.A., Ph.D.,
Krasnokutskaya L.P., Ph.D., Krasnyanskaya
K.A., Ph.D.
3.
Features of preparation and participation in
international studies. Presentation. Ismailov
A., Director of the National Center, Head of the
National Research Project PISA 2021.
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www.ziyouz.com
