EIJMRMS ISSN: 2750-8587
VOLUME04 ISSUE06
101
FORMATION OF LOGICAL UNIVERSAL ACTIONS AMONG YOUNGER STUDENTS IN
MATHEMATICS LESSONS
Asadova Shahlo Saidjon kizi
Gulistan State University Faculty of Psychology and Social Sciences 3rd year student, Uzbekistan
AB O U T ART I CL E
Key words:
Universal educational actions, logical
universal actions, logical operations, federal state
educational standard, system-activity approach,
step-by-step formation of mental action.
Received:
20.06.2024
Accepted
: 25.06.2024
Published
: 30.06.2024
Abstract:
The state educational standard of
primary general education is based on the concept
of the formation of universal educational
activities. Logical actions belong to one of the
types of universal learning activities. Their
formation is an important component of the work
of primary school teachers, since logical
operations contribute to the development of an
active
cognitive
position
in
younger
schoolchildren. People with logical thinking are
able to solve the problems that arise in front of
them. In elementary school, the subject of
mathematics has the greatest opportunity for the
formation of logical actions. In order for this
process to be successful, teachers must comply
with a number of conditions when preparing and
conducting math lessons. In the lessons, it is
important to organize "logical five minutes", select
variable tasks and ensure a change of student
activities. It is important to take into account the
age characteristics of children, all tasks should be
selected in accordance with the capabilities of
younger students. Such work increases the
effectiveness of the educational process. Students
become active and interested in acquiring new
knowledge that they can apply both in educational
activities and in real life. This is the universality of
logical actions. This article describes in detail the
features of the work on the formation of logical
actions in younger schoolchildren in mathematics
lessons.
VOLUME04 ISSUE06
https://doi.org/10.55640/eijmrms-04-06-16
Pages: 101-105
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE06
102
INTRODUCTION
Today, when progress does not stand still and society is rapidly moving forward, it needs people with a
high level of logical thinking development. A person who is able to think logically and apply logical
universal actions in practice is able to solve the tasks that he and other people set for him. That is why
the formation of logical actions should begin already from primary school age, which is a sensitive
period for the cognitive development of personality. In addition, at this age, play activity is replaced by
educational activity, the possibilities of which are quite large in the formation of mental operations in
younger schoolchildren.
The concept of the formation of universal educational actions (hereinafter referred to as UDS), including
logical actions, is the fundamental idea of second-generation educational standards, therefore it is
important that primary school teachers organize the educational process in such a way that the ability
to learn is formed in the lessons of younger schoolchildren.
Universal learning activities have several functions. One of which is that students will acquire the
knowledge, skills and abilities that
can be applied in any subject area, i.e. within the framework of studying any school discipline.
These operations are called universal for two reasons. Firstly, logical DMS are used in the framework of
educational activities. Thus, when studying mathematics, the Russian language, the outside world,
literary reading and technology, such tasks are used that require the activation of students' mental
activity. Secondly, the acquired logical skills can be used by younger students and outside of school to
solve personal problems or tasks that they themselves or their environment pose to students. Thus, the
universality of logical actions lies in the fact that they cover all aspects of the life of a primary school
student.
MЕTHОDS
In primary school, different academic disciplines are studied, each of which has the ability to form
logical actions, but mathematics is the fundamental subject for this, because it is within the framework
of lessons on this subject that primary school students get acquainted with the general method of
solving problems.
In order to effectively form logical UMS in mathematics lessons, primary school teachers must comply
with a number of conditions. Firstly, it is necessary to take into account the age characteristics of
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
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students when selecting tasks, i.e. all exercises and tasks should be feasible for students, and also not
carry the information that is difficult for children aged 7-11 years or completely inappropriate.
Secondly, the material that is studied by children of primary school age should be presented not only in
the form of text, but also in the format of tables, diagrams, which will activate the thinking of children.
Thirdly, variable logic tasks should be used in mathematics lessons so that with each lesson, students'
interest in such work does not decrease, but increases. Fourth, primary school teachers should
gradually introduce younger students to each logical operation, if they have not previously met with it.
It should also be remembered that students do not need to be taught to solve only complex problems,
it is necessary to teach them to reason over simple tasks where, it would seem, the answer is on the
surface, but in order to come to it, you need to perform a number of actions. Working on simple tasks,
younger students will develop an interest in mental activity, i.e. for them, reasoning over the question
posed will not be a mechanical solution to the task, but will be an interesting and useful activity. Edward
de Bono also said that mental activity should not be a boring and forced process, but a voluntary activity
of children.
In addition, speech development plays an important role in the formation of logical actions in primary
school students. This is because when answering a question or completing proposed tasks, students
should be able to explain the solution and argue their point of view. That is why primary school teachers
should select tasks that require oral reasoning of students, which would significantly expand the
vocabulary, and therefore contribute to the formation of logical operations.
In this regard, we have suggested that the formation of logical minds in younger schoolchildren in
mathematics lessons will be more successful if variable logical tasks are used for this, "logical five
minutes" are carried out, as well as different forms of student work are organized.
When considering this problem, we conducted a pedagogical experiment, which took place in three
stages: ascertaining, forming and control stages. The purpose of this experiment was to reveal the truth
of the proposed assumption.
"Logical five minutes" were introduced at the stage of updating knowledge, in order to repeat the
material passed, consolidate the skill of oral counting, as well as to activate the cognitive activity of
students. This form of work was used in every lesson. Within the framework of the "logical five
minutes", variable logical tasks were used, which became more complicated and modernized from
lesson to lesson. It is important to say that such an activity aroused great interest among students and
a desire to work in the classroom, i.e. it served as a good motivational moment.
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
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Formation of logical universal actions each lesson, which contributed to the preservation of students'
cognitive activity and productive assimilation of the material. The independent work consisted in the
fact that the students wrote logical dictation, where they themselves got acquainted with the content of
the proposed tasks, independently built an algorithm for solving them and wrote it down in their
notebook. Upon completion of such work, a self-check was carried out, which is an important condition
for the formation of logical actions. When organizing pair work, younger students were asked to solve
a logical problem together with a neighbor on the desk within three minutes. The students read the
problem, offered each other several solutions, then chose the most optimal one and defended it in front
of the class, i.e. argued their answer. Such work resembles the method of "brainstorming". The
undoubted advantage of such pair work is that children develop speech, which is also an important
aspect of the formation of logical skills.
RЕSULTS АND DISСUSSIОN
Among the exercises we can mention the following: "Decipher", "Mathematical slides", logical problems,
numerical patterns and much more. The exercises were implemented at different stages of the lesson:
at the stage of setting a goal, at the stage of learning a new one, or when consolidating the material
passed.
Another feature of the implemented lesson package is that at the end of the lesson, logical tasks were
used that were not related to the topic of the lesson and were aimed at relieving intellectual tension.
The work at the formative stage of the experiment aroused great interest among the students of the
experimental group, they were active in the lessons. It is important to note that such exercises aimed at
forming logical actions can be selected for each topic that is studied in elementary school, which greatly
simplifies the work of a teacher.
At the control stage of the experiment, repeated diagnostics was performed in the experimental and
control groups, which revealed positive dynamics in both classes. So, for students of grade 3 "A", the
high level began to take a value equal to 15%, the average level began to be 81%, and the low level - 4%.
In the control group (3 "B"), the high level was 26%, the average was 69%, and the low was 5%.
Similar results suggest that, working only according to textbooks, primary school students are able to
form logical minds. We can also note that there is more dynamics in the experimental group than in the
control group. These results are due to the fact that work was carried out with students of the 3rd "A"
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE06
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class according to the developed set of lessons, when students of the 3rd "B" class were engaged in the
usual mode, using only the capabilities of textbooks.
СОNСLUSIОN
Thus, we can conclude that the formation of logical universal actions in younger schoolchildren in
mathematics lessons will be more successful if "logical five minutes" are conducted within the
framework of lessons, variable exercises aimed at forming logical operations are used, as well as various
forms of work are applied.
RЕFЕRЕNСЕS
1.
Federal State Educational Standard of Primary General Education: Order of the Ministry of
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