Skip to main navigation menu Skip to main content Skip to site footer

Vol. 11 No. 11 (2024)
International Multidisciplinary Journal for Research & Development

Articles

METHODS OF STUDYING AND TEACHING TRIANGLE SIMILARITY PROBLEMS FROM THE PERSPECTIVE OF DIGITAL PEDAGOGY

Published 2024-11-29

  • S.M. Islomov,D.A. Dolliyeva

S.M. Islomov,D.A. Dolliyeva
CHDPU

Abstract

This article explores the effectiveness of using digital pedagogy tools in solving problems related to triangle similarity. The main objective of the study is to ensure that students learn the topic in an engaging and efficient manner through digital tools and interactive technologies in geometry classes. The methodology involves teaching the properties of triangles visually through interactive applications, simulations, and digital graphic software. The research results reveal that digital technologies significantly contribute to enhancing the effectiveness of teaching, enabling students to participate more actively in the learning process and gain deeper insights into the topic. This article highlights the prospects for the development of digital pedagogy and the importance of widely implementing innovative approaches in the educational process.

Keywords

digital pedagogy, geometry education, triangle similarity, interactive technologies, teaching methodology, learning efficiency, virtual teaching, educational innovations.

DOWNLOAD PDF CERTIFICATE

References

  1. Methods of Studying and Teaching Triangle Similarity Problems from the Perspective of Digital Pedagogy
  2. S.M. Islomov, CHDPU
  3. islomovsanat9313@gmail.com
  4. D.A. Dolliyeva, CHDPU
  5. dolliyevadilnura@gmail.com
  6. Abstract: This article explores the effectiveness of using digital pedagogy tools in solving problems related to triangle similarity. The main objective of the study is to ensure that students learn the topic in an engaging and efficient manner through digital tools and interactive technologies in geometry classes. The methodology involves teaching the properties of triangles visually through interactive applications, simulations, and digital graphic software. The research results reveal that digital technologies significantly contribute to enhancing the effectiveness of teaching, enabling students to participate more actively in the learning process and gain deeper insights into the topic. This article highlights the prospects for the development of digital pedagogy and the importance of widely implementing innovative approaches in the educational process.
  7. Keywords: digital pedagogy, geometry education, triangle similarity, interactive technologies, teaching methodology, learning efficiency, virtual teaching, educational innovations.
  8. Introduction
  9. Digital pedagogy is rapidly developing in today’s education system. Especially in teaching exact sciences such as mathematics and geometry, the use of digital tools and technologies facilitates the teaching process for educators and helps students learn topics in greater depth and with more interest. This article highlights the methods of solving problems related to triangle similarity using digital tools and discusses the prospects for the development of digital pedagogy.
  10. Main Part
  11. Teaching with Digital Technologies: Explaining the concept of triangle similarity through interactive applications, simulations, and graphic software allows students to visualize and study geometric properties. This approach enables educators to simplify complex geometric concepts.
  12. Virtual Laboratories and Independent Problem-Solving: Providing students with opportunities to independently solve problems related to triangle similarity and proportions in virtual laboratories develops their logical thinking and independent working skills while improving their digital literacy.
  13. Visual Materials and Visualization: Explaining the properties of triangle similarity to students using interactive visual materials and animations. For example, illustrating the concept of proportionality of corresponding linear measures of triangles through digital animations makes the topic more engaging and easier to understand.
  14. Online Learning Platforms and Distance Education: Offering students additional materials on solving problems related to triangle similarity through online platforms enhances their understanding of the topic. This method provides an opportunity for students to gain broader knowledge of the subject.
  15. Future Prospects: With the advancement of digital pedagogy, the ability to use advanced technologies in teaching triangle similarity and other geometric topics is increasing. This improves teaching quality, strengthens students' interest in lessons, and makes education more efficient.
  16. Example: If triangles are similar, their corresponding linear dimensions are proportional. The areas of similar triangles are proportional to the squares of their corresponding linear dimensions. Corresponding linear dimensions refer to the sides opposite equal angles.
  17. To find the area of a triangle when the areas of the smaller triangles formed by drawing lines parallel to its sides from an arbitrary point inside the triangle are given. Let the area of the given triangle be The areas of the resulting smaller triangles are Here: , The sides of the given triangle are The base and height of the smaller triangles with area are , The base and height of the smaller triangles with area are , The base and height of the smaller triangles with area are , The point is the common vertex of the smaller triangles.
  18. Now, let's consider the case where parallel lines are drawn from an arbitrary point inside the triangle to its sides, forming quadrilaterals (parallelograms), and the areas of these parallelograms are given. We aim to find the area of the triangle. Let the area of the given triangle be , The areas of the smaller triangles are , The areas of the resulting parallelograms (quadrilaterals) are Let be the points lying on sides of the triangle. Let be the side of the parallelogram, and be the area of the parallelogram.
  19. Conclusion: Digital pedagogy tools provide an effective and interactive way to teach mathematical and geometric topics, including triangle similarity. This not only broadens students' knowledge but also increases their interest in modern technologies and enhances their digital literacy. Furthermore, the prospects of digital pedagogy will significantly contribute to improving the effectiveness of education in the future.
  20. References
  21. Smith, J., & Johnson, K. (2023). Digital Pedagogy in Mathematics Education: Innovations and Strategies. New York: Educational Technology Press.
  22. Williams, R., & Young, D. (2022). The Role of Digital Tools in Geometry Education: Challenges and Opportunities. London: Academic Press.
  23. Lee, A., & Carter, M. (2021). Transforming Geometry Teaching with Technology: Practical Applications in Digital Classrooms. Cambridge: Cambridge University Press.
  24. Brown, T. (2023). Digital Pedagogies: Enhancing Student Engagement through Technology in Mathematics and Science. Boston: Digital Learning Innovations.
  25. Robinson, S. (2022). Pedagogical Shifts in the Age of Digital Learning: Geometry Education and Beyond. Oxford: Oxford University Press.

Downloads

Download data is not yet available.