The use of interactive technology in mathematics classes in a comprehensive school

The article presents historical aspects of the emergence of interactive technologies, various theories about the emergence of the concepts of "active learning." Of particular interest lies in the plane of using interactive technologies in organizing the educational process, namely in teaching mathematics. Shows the interaction scheme for interactive training, the peculiarities of organizing the lesson, the rules for the lesson, the classification of interactive technologies. Particular attention is paid to the methodology of teaching proof of theorems in geometry, as a branch of mathematics and the vision of the "technological tetrahedron" in learning. The analysis of technologies in organizing the study of theorems at certain stages of work made it possible to correlate the stages of studying class 7 geometry theorems with interactive technologies. The developments of fragments of geometry lessons using interactive technologies are given: debates, discussions, case studies, modular training, brainstorming, situational tasks. On the example of specific tasks, it is shown how students are involved in proving theorems. In the course of the study, it was found that the use of interactive technologies in teaching geometry has a positive effect on the course of assimilation of the content of the studied material and on the development of rational methods of action in solving problems by students. The proposed teaching method significantly improves the process of studying theorems, contributes to a better solution of mathematical problems.