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MONITORING THE SECONDARY ARITHMETIC METHOD IN
TEACHING MATHEMATICS IN THE HIGHER EDUCATION SYSTEM
Kamal Ilalovich
1
,
2
Aziza Azatovna
3
1
Associate Professor, Nukus State Pedagogical Institute named after Ajiniyoz
-year Master's student, Nukus State Pedagogical Institute named after Ajiniyoz
-year student, Nukus State Pedagogical Institute named after Ajiniyoz
Abstract:
This article examines the methods of solving decision-making problems
based on the arithmetic mean method in creating a comprehensive knowledge system to
enhance teachers' knowledge levels. The aim of this article is to develop a more flexible
methodology for assessing ratings based on the fuzzy arithmetic mean method in
evaluating the quality of knowledge while implementing innovative teaching methods.
Keywords:
Mathematics, pedagogy, quality of education, level of knowledge,
arithmetic mean, principles, norms, innovative teaching methods, assess
Kamal Ilalovich
1
,
2
Aziza Azatovna
3
1
Ajiniyoz nomidagi Nukus davlat
i
2
Ajiniyoz nomidagi Nukus davlat
i, 2-kurs magistranti
3
Ajiniyoz nomidagi Nukus davlat
-
metodi asosida qarorlar qabul
qilish
i
arifmetig metodiga
Matematika
arifmetig, printsiplar, normalar, i
1
2
,
3
1
2
-
3
-
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Introduction.
Defining priority areas for the systemic reform of higher education
is one of the key tasks. This includes elevating the process of training highly qualified
personnel with modern knowledge and high spiritual and moral qualities who can think
independently to a qualitatively new level. It also involves modernizing higher education
and developing the social sphere and economic sectors based on advanced educational
technologies.
From this perspective, several aspects require attention in the higher education
system's mathematics teaching. These include developing algorithms for selecting
appropriate teaching methods for specific topics, calculating statistical assessments based
on decision-making algorithms to improve the effectiveness of educational content, and
organizing an effective mathematics teaching process. To achieve these goals, it is
necessary to improve the content, principles, and standards of mathematics education [1-
2].
When implementing tasks defined in other regulatory legal documents related to
this field, and taking into account the aforementioned responsibilities, professors and
teachers should be able to select innovative educational technologies relevant to the
content of education in the teaching-learning process, design lesson plans and
technological maps, apply the educational objectives set in them in practice, and organize
student-centered education based on the age, psychological, and ergonomic characteristics
of students.
Analysis of the literature on the topic.
As noted by the foreign scholar Falin I.N.,
the use of terminological labels that are completely incorrect from a scientific perspective,
attached to some technologies (such as the collective teaching method, the method of
Ukrainian scientist Shatalov, and Waldorf pedagogy), is common in pedagogical practice.
However, he argues that it is not always possible to avoid terminological ambiguities that
are difficult to understand [5-6].
Research methodology.
In order to enhance educational performance, we
will examine various types of assessment methods for evaluating students' acquired
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knowledge, skills, and abilities. We will present some cases of achieving high indicators
in the educational process through the application of these diverse assessment techniques.
Analysis and results.
Decision-making system based on the arithmetic mean
method in teaching mathematics in the higher education system: The principles and norms
of decision-making based on the arithmetic mean method in organizing the process of
effective teaching of mathematics, calculating statistical assessments based on decision-
making algorithms based on data to improve the effectiveness of educational content, are
formed
as
follows.
Participate in the lecture.
When assessing attendance, it is possible to calculate
the arithmetic mean of all available attendance:
Here
is the number of lectures;
--i-lecture attendance cost.
Workshop Activities.
Assessment of activities at seminars is also conducted
in a similar form:
m
m
n
i
i
n
m
M
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Here
is the number of seminars; assessment of activity at the
-i-seminar.
Execution of control work.
Assessment of the completion of control works is
carried out taking into account the complexity coefficient established for each work.
These values are significant relative to the weight coefficient and are intended to set
a higher level when accounting for the performance of complex work compared to simple
work.
Here
is the number of control works; is the grade for completing the work,
- is the complexity coefficient of the work.
The aspects of modeling and comprehensive research on the effectiveness of
students' knowledge based on the fuzzy-logic method are considered.
Conclusion.
The study formulated effective control methods for students'
acquired knowledge, skills, and abilities related to algorithms for making positive
decisions based on stratified data. It also developed values for the inference mechanism
to express ideas in monitoring student performance indicators, particularly the level of
implementation across all established criteria in various forms. Additionally, it established
methods for obtaining data results during the analysis of the educational process.
Suggestions:
The effectiveness of teaching methods has been improved
through the implementation of techniques that focus students' attention on specific factors,
develop personal awareness, expand imagination, and enrich thinking. The assessment
system for the academic subjects in which these classes are conducted has also been
enhanced. It is recommended to apply this developed methodology in teaching other
subjects as well.
LITERATURE:
1.
-
147-150.
2.
-2567.
S
S
n
i
i
n
S
C
1
t
n
i
t
i
t
n
i
t
i
i
c
c
t
T
1
1
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3.
-
sup
4.
-759.
