მოდულური არითმეტიკა და რიცხვითი შედარებები

Keti Tsivadze Master Degree - New approaches to student pedagogical practice. The paper discusses the issues of teaching and analyzing the numerical (numerical) arithmetic and numerical comparisons in the initial, basic and secondary stages.
Subject actuality: There are mathematical issues that are directly related to school mathematics content but they were not sufficiently integrated and taught within the programs of mathematical specialties, as a result to which most teachers do not know discrete mathematics, including the scientific basis of the arithmetic balance, thus they have difficulties with explaining and teaching the material appropriately. By omitting and neglecting these issues during the teaching they violate Education Law, Article 5. (Article 5. (5) The implementation of the National Curriculum is mandatory for all general educational institutions).
The aim of the study. The study refers to the teaching of the arithmetic balance for the secondary level students. The aim of the study is to find out the quality and efficiency of teaching the arithmetic balance in schools.
The research task. Conduct a survey of private and public school teachers in order to find out what’s their attitude towards teaching the arithmetic balances and numerical comparisons, how well these issues are taught in schools and what are the challenges they face.
The research subject. The subject is the study of the numerical comparisons and the arithmetic balance.
Object. Process of teaching the above mentioned issue.
Novelty. New issues of arithmetic balances are already integrated in the content of the National Curriculum program. The novelty of the study is addressing the problem of methodological literature, not adequately emphasizing the teaching of the above mentioned issue, it is necessary to study how the matter of arithmetic issues are taught in schools.
Basic results. As a result of conducted research, we came to some conclusions and made relevant recommendations for solving the existing problem, as it is evident for the study that teachers frequently ignore teaching the concept of arithmetic balance and numerical comparisons.