MATHEMATICS LESSON DEMONSTRATION: "AMD" METHOD AND ITS APPLICATION
Abstract
A methodology was created and tested to design teaching materials for each subject that enhance children's engagement in math lessons, foster motivation and curiosity in learning math independently. This was achieved by converting study materials into educational activities rooted in the principles of mathematical anthropology, mathematics, and teaching methods, incorporating both theoretical and practical aspects.
In today's education landscape, teaching aids, presentation materials, and handouts are essential tools for teachers to effectively engage students and facilitate active and participatory learning in the classroom. While traditional mathematics instruction focused primarily on memorizing facts, there is now a greater emphasis on applying facts in different contexts and developing proficiency in mathematical methods.
Enhancing the importance of mathematical knowledge in general culture, broadening the objectives of mathematical education, enhancing and refining the quality of educational training, and enhancing the content, formats, and methodologies of organizing mathematical teaching materials. A fresh perspective is emerging on demonstration materials, with demonstration playing a crucial role in concept formation. Encouraging students' cognitive engagement, establishing a rapid "teacher-student" connection with personalized learning approaches, aiming to minimize unproductive time during lessons, and the practical integration of educational technology in all schools have greatly enhanced the methods of teaching mathematics.
The successful implementation of the teacher's planned methodology hinges on the use of teaching materials. Teachers typically view materials as encompassing blackboards, chalk, handouts, presentations, and textbooks. However, materials also encompass motivational strategies and tasks integrated into the lesson content. By preparing additional materials at the conclusion of each regular lesson, students can effectively utilize the provided scenarios to deepen their understanding and knowledge. The teacher's proficiency in facilitating discussions, lectures, and demonstrations, as well as organizing students' investigative activities, plays a crucial role in enhancing students' cognitive engagement.
References
Yongshin. Zhu, History of Chinese Modern Educational Ideas. (2017). Published in New York, Chicago, San Francisco, London, Athens, Singapore Sydney. Page 199, page 210
Ichinhorloo, Sh. (2018). Application of Learning Theory. (Fundamentals of General Didactics). Ulaanbaatar, page 141, page 142
Luvsandorj.Ts. Subject Didactic. Problems, Solutions, and Methods of Mathematics and Natural Sciences Didactic, Ulaanbaatar, 10 pages
Luvsandorj.Ts. Munkhtaria.Kh, (2016), Decimal Fraction Root Didactic, Ulaanbaatar
Luvsandorj.Ts. Munkhtaria.Kh, (2016), Integer Root Didactics. Ulaanbaatar
Luvsandorj,Ts. Munkhtaria,Kh. (2017), The art of teaching. A set of presentations for mathematics lessons, Ulaanbaatar
Monkhtaria.Kh, Luvsandorj.Ts. (2015), Natural number root didactics. Ulaanbaatar
Monkhtuyaa.L. (2014). Invariant model of teacher's comprehensive ICT competence and methodology for its acquisition. Doctoral dissertation work, Ulaanbaatar
Problems, solutions and methods of mathematical and natural science didactic, Ulaanbaatar (2015)
Mathematics Education Standards, Ulaanbaatar (2005)
Recommendations for Mathematics Education Standards, Ulaanbaatar (2003)
Naranchimeg.D, (2007), Finnish Education, page 25.
Nerguitsetseg,S. (2006), Current Status of Teacher Cooperation, Ulaanbaatar
Purevdorj.Ch. Teaching Management,Munkhin Shuft Group, Ulaanbaatar
Sandagdorj,B. (2011), Research on the Origin and Development of Mathematics Olympiad and Its Policy System. Doctoral Dissertation, Ulaanbaatar, page 10.
Erdenetsetseg,S. (2011) Teaching Principles and Approaches, Ulaanbaatar
Erdene-Ochir,G. (1995) Fundamentals of General Didactics, Ulaanbaatar
Borovik, A. (2008).Didactic transformation. Retrieved from https://www.academia.edu/189739/Didactic_transformation_in_mathematics_teaching
Oerbaek.K. (2010). Didactic and didacticism. Retrieved from www.albany.edu/cela/publication/article/Didactics.pdf
Illich, I. (1995). In the graveyard of the text: a commentary to Hugh’s Didascalicon. – Chicago: University of Chicago Press.
Luvsandorj, Ts. (2009).Towards Reconsidering Strategies for Ensuring Gender Equality In Education in the Light of Neuroscience: Either Equality through Difference or Equality through Sameness or Neither ‘Through Difference’ nor ‘Through Sameness’?: Critical review. Retrieved from http://mr-institute.blogspot.com
Mäntylä, T. (2011). Didactically reconstructions for organizing knowledge in physics teacher education. Retrieved from http://ethesis.helsinki.fi/
Tchoshanov, M. (2013).Engineering of Learning: Conceptualizing e-Didactic. Moscow: UNESCO Institute for Information Technologies in Education.
J. A. Komensky, D. Locke, J.-J. Rousseau, I. G. Pestalozzi, Pedagogical Heritage. Moscow: Pedagogy, 1989, 416 pp., ISBN 5-7155-0164-4
Views:
26
Downloads:
8
Copyright (c) 2025 Munkhtaria Khayankhyarvaa
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published in open-access and licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Hence, authors retain copyright to the content of the articles.
CC BY 4.0 License allows content to be copied, adapted, displayed, distributed, re-published or otherwise re-used for any purpose including for adaptation and commercial use provided the content is attributed.
