EIJP ISSN: 2751-000X
VOLUME04 ISSUE11
80
STEPS OF TEACHING PROBLEM SOLVING IN PRIMARY GRADES AND ITS LOGICAL BASIS
Shoyeva Yulduz Amin qizi
Independent student of the Bukhara State Pedagogical Institute, teacher of the Department of Primary
Education, Uzbekistan
AB O U T ART I CL E
Key words:
Problem, logical thinking, ability,
problem stages, problem types, simple problems.
Received:
02.11.2024
Accepted
: 07.11.2024
Published
: 12.11.2024
Abstract:
In this article, the importance of
teaching primary school students to solve
problems, through which the stages of
development of logical thinking in students are
mentioned. Information about the stages of
teaching problem solving is provided.
INTRODUCTION
Text problems in elementary school mathematics textbooks are the main means of
developing logical thinking in students. As President Sh. Mirziyoyev said, mathematics is the basis of all
sciences. A child who knows this subject will grow up to be intelligent, broad-minded and able to work
successfully in any field. The science of mathematics develops a person's intelligence and attention,
educates determination and will to achieve the desired goal, ensures algorithmic discipline and expands
thinking.
Especially in elementary grades, by solving problems, pupils' life, economic and social thinking skills are
well developed.
Problem is a natural language expression of situations we encounter in our daily lives. The matter consists
mainly of three parts:
1. The condition of the problem means information about the known and unknown quantitative values
characterizing the studied situation and the quantitative relationships between them.
2. The requirement of the problem means to express what should be found in the quantitative relations
in the condition of the problem.
3. The operator of the problem is a set of actions performed in relation to the quantitative relations in
the condition to fulfill the requirement of the problem. Solving complex problems, dividing it into simple
problems and solving these simple problems.
Let's talk about the types of problems: all are arithmetic problems are simple depending on the number
of operations to solve them and it is divided into several issues. One arithmetic operation is performed
to solve a necessary problem is called a simple problem. It is a complex problem that requires the
practical implementation of several related actions, regardless of whether they are the same action.
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-18
Pages:80-83
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
VOLUME04 ISSUE11
81
Depending on how simple problems are solved (adding, simple problems solved by subtraction,
multiplication, division) or theirs types depending on the concepts formed during the solution can be
separated.
Below we present a simple problem and ways to introduce elementary school students to the initial
concepts in solving such problems.
1. Views of simple problems
At the initial stage of introducing children to simple problems, a number of complex problems suddenly
appear before the teacher:
1. Secondary signals about specific concepts related to the issue should enter and be reinforced in the
minds of children.
2. Developing the ability to see the given numbers and the number being sought.
3. Teaching the conscious equalization of actions and their components. After children have mastered
some skills of counting in 5, it is necessary to continue to learn it, as well as introduce problems and solve
them. The teacher takes 2 notebooks from the table in his left hand and says "There are 2 notebooks in
his left hand", then he takes 2 more notebooks in his right hand and says "I have 2 notebooks in my right
hand I have a notebook. How many notebooks do I have in both hands?" - he says.
After the children have mastered solving moving problems and have solved one of these problems, the
teacher can say: "We have solved the problem with you, now we will solve one more problem. Listen, I
will read the problem" - condition of the problem and the children take it off.
The teacher does not give a definition of the concepts "Condition, action, problem, question solution,
answer". Children learn these things themselves.
In one of the next lessons, students will get acquainted with the given and sought number.
It is known that the process of solving any text problem consists of several stages:
1. Mastering the problem and its preliminary analysis.
2. Search for a solution, create a solution plan.
3. Perform the solution and answer the problem question.
4. Check the solution and correct it if necessary. Summarize the answer to the problem question.
What is the main task of the student at the first stage?
What is known about the matter? What to find?
The following methods are used to perform this step:
1. Imagine the life situation described in the problem.
2. Divide the problem text into meaningful parts.
3. Restatement of the text of the problem.
4. Describe the situation described in the problem using: a) real objects b) object models v) graphic
models in the form of pictures or drawings.
The form of the short form of simple problem can be different. Which form to choose depends on the
structure and content of the matter. Choosing a form of writing, it is necessary to place the given and
the sought in such a way that the connections between them are the most understandable. For example,
let's write the problem analyzed above in the form of a column, in this case, the writing clearly expresses
the mathematical content, the connection between the given and the sought is clearly visible.
"Islam caught 4 fish and Abdullah caught 5. How many fish did the children catch in total?" It is convenient
to place a short text on one line and combine the given ones with a big parenthesis. A parenthesis and a
question mark below it with the ones given in this case? Represents the connection between the
searchers.
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
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Islom- 4 f
?f
Abdulloh - 5 f
From the first grade, conditional symbols are used. For example,
Karim has 7 pens, Sabir has 3 more.
How many pencils are in the bag?
How should children be helped to choose the right course of action to solve a problem? First, the problem
must be analyzed, as we discussed above. Children must be taught to imagine the specific situation
described in the problem and to understand the connection between what is given and what is sought.
Separating certain meaningful parts in the text of the problem that correspond to those given in the
condition helps to correctly write the condition that summarizes the problem and correctly select
arithmetic operations.
The ability to formulate simple problems in an independent manner is of great importance in successfully
teaching children. When solving complex problems, it is necessary for students to find simple problems
and independently construct a series of them. If a student has the skills to construct simple problems,
then it is easy to teach such students to solve complex problems. This is why, when solving simple
problems, children are forced to think about all kinds of questions about them and select relevant
information for the questions.
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