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21«C@yL@qyiym-J©yrMaL»#®î29),2@19 / TECHNICAL SCIENCE
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TECHNICAL SCIENCE
Humbataliev Rovshan 1 Babaeva Gulara 2
1-Professor of Azerbaijan State Pedagogical University 2- Azerbaijan State Pedagogical University DOI: 10.24411/2520-6990-2019-10061 ALGORITHMIC CULTURE AND ALGORITHMIC ACTIVITY IN AZERBAIJAN SECONDARY
SCHOOLS
Abstract:
This article provides detailed information on the formulation of algorithmic culture and activity in Azerbaijan secondary schools. Various stages of algorithmic forming are listed. Also, algorithmic activity has been shown to interact with the teaching activity for algorithmic behavioral habits.
Key words : algorithmic activity, algorithmic culture, algorithmic habits
The solution to algorithmic culture plays an important role in both practical and theoretical activities. During doing any activities and for accomplishment this tasks (to prepare, to build, to discover, to write literate, to investigate the causes of the events, etc.) schoolchildren need main logical, physical, chemical, grammatical, etc abilities. The issue solution, in turn, requires thinking ability. That's why the ability to develop thinking skills in the field of education provides them with theoretical and practical preparation. But this is a problem here. The issues that people have solved throughout their lives are quite different. All of these issues cannot be studied at school. At the same time, schoolchildren should adapt to the solution of the most diverse issues that will be encountered in the future. This can be done only in the following ways :
1. By exploring common methods of approach to any issue
2. By ensuring the formation of cognitive methods of general activity.
The main objective of the school is to formulate general methods of cognition and activity. It should also be noted that the formation of thinking methods is one of the most important channels for the development of the general development of the students and their logical skills. Therefore, shaping the thinking methods in the teaching of separate disciplines, the greater is the
intellectual competence and abilities of students, the higher will be intellectual, practical and theoretical development.
At present, the most important direction in the teaching of mathematical concepts in Azerbaijan secondary schools is to explore ways of using information technology in modern society. Algorithmic culture is an integral part of mathematical culture that allows for the conception of algorithms.
With the development of information technology, a unified algorithmic line of education is more effective. It is difficult to imagine how important the algorithmic direction of education is in solving the problem of interdisciplinary communication in pupils' specialization.
There are various definitions of the concept of algorithmic activity:
S Algorithmic activity is a teaching activity that provides step-by-step implementation of algorithm instructions.
S Algorithmic activity is a purposeful activity aimed at creating, understanding, and modifying algorithms.
S Algorithmic action is a set of actions performed on the algorithmic description.
Thus, in algorithmic action, we will comprehend the amount of algorithmic actions performed.
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Technical science / «c@yl©qyiym-j©yrmal»#®i29),2@i9
The formation of algorithmic culture in teaching of mathematical problems covers the following stages:
1. Study of algorithm and its properties.
2. Using language as a tool in algorithms.
3. Handling software and algorithm writing tools.
4. Determination of algorithmic nature of mathematical methods
For the formation of algorithmic culture, the following system should be used:
1. Teaching mathematical concepts should be organized so that the students form a correct idea of the algorithmic nature of mathematical methods. This means that the student can obtain pieces, object, or al-gorithmically depending on the outcome, nature, and practical value of the problem.
2. The method of teaching mathematical problems aimed at the formation of algorithmic culture covers all the elements of algorithmation in a particular system. In this case, the use of different methods in the algorithms' description should be justified by methodology. The use of algorithms as auxiliary tools (a solution scheme for some issues, algorithm of new concepts) is particularly effective.
3. In the learning process, students should be able to define the concept of algorithm, the rules for compiling algorithms and the correctness of the implementation of algorithms.
4. The concept of algorithm, algorithm's compilation languages, not only improves the effectiveness of teaching mathematical issues, but also is one of the main objectives of teaching in general. The practical solution of this problem is through the formulation of algorithmic thinking in the cognitive process (during the study period) and the application of computer-based solution methods.
Algorithmic activity training can be divided into 2 types:
- Get acquainted with current algorithms;
- Establishing a problematic situation for students to develop their ability to create and apply the necessary algorithms;
These methods are not mutually exclusive. Additionally, if these two methods are combined, algorithms are more successful.
References
1. Problem solving in school mathematics based on heuristic strategies. Jarmila Novotna , Petr Eisenmann .J. Novotná et al. - ERIES Journal vol. 7 no. 1, Printed ISSN: 2336-2375 pages 1-6 ,2013
2. Cognition and Affect in Mathematics Problem Solving with Prospective Teachers. Lorenzo J. Blanco Eloisa Guerrero Barona Ann Caballero Carrasco. The Mathematics Enthusiast, ISSN 1551-3440, Vol. 10, nos.1&2, pp.335-364
