ACCENTS IN THE STUDY OF THE TOPIC "COMPLEX NUMBERS" IN SECONDARY SCHOOL AND UNIVERSITY: THE EXPERIENCE OF THE REPUBLIC OF UZBEKISTAN
DOI:
https://doi.org/10.31110/ITandEA-v.2024.v2.03Keywords:
complex numbers, continuity, teaching mathematics, level of assimilation, degree of abstraction, mathematical educationAbstract
Reforms in the educational sphere are changing the content of both secondary and higher education. It also applies to mathematical education. We are considering the issue of continuity of studying the topic "Complex Numbers" at school and university in Uzbekistan: new sections "Combinatorics," "Elements of Mathematical Logic," "Complex Numbers," "Elements of Probability Theory," "Elements of Mathematical Statistics" and "Financial Mathematics" have been introduced into the school mathematics curriculum. Topics or their content are repeated. Therefore, developing a methodology for studying the newly introduced mathematics sections is necessary. We used the analysis of scientific, pedagogical, methodological, and mathematical literature and school textbooks on mathematics and the analysis of successive links of the section "Complex numbers." We conducted a pedagogical experiment to test the residual knowledge of students on the topic "Complex numbers." The experimental group consisted of 89 first-year students at Fergana State University. We used the analysis of descriptive statistics to interpret the data. We propose a methodology that considers the levels of assimilation of educational elements and different levels of abstraction that characterize the language of presentation of educational information on the topic of "Complex numbers." With its practical implications, this methodology will empower you to teach complex numbers effectively. The results obtained from our research will interest you, the school and university mathematics teachers in Uzbekistan. Your role in choosing a methodology for teaching mathematics is crucial, and these findings will guide you in this critical task.
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