European International Journal of Pedagogics
109
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TYPE
Original Research
PAGE NO.
109-112
DOI
OPEN ACCESS
SUBMITED
20 January 2025
ACCEPTED
21 February 2025
PUBLISHED
23 March 2025
VOLUME
Vol.05 Issue03 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Ways to Use Didactic
Games in The Formation
of Mathematical Ideas
Khamidova Muyassar Polsaidovna
Associate Professor of Tashkent State Pedagogical University named after
Nizami, Uzbekistan
Abstract:
This article presents ideas on the essence of
didactic games, forms of using didactic games in lessons,
the role and importance of didactic games in the
formation of mathematical ideas. Also, the types of
didactic games and the conditions for their use in
lessons are described.
Keywords:
Didactic game, mathematics, mathematical
ideas,
conditions,
method,
technology,
child,
lesson.Bolaning ta’limi va rivojlanishiga yo‘naltirilgan
o‘yin bu
-
didaktik o‘yinlardir
.
Introduction:
The essence of didactic games is that
children are offered to perform mental tasks formulated
by adults in an interesting and playful way. The purpose
of didactic games is to help form the child's mental
activity. Didactic games are used not only as a means of
consolidating knowledge, but also as a form of teaching.
Didactic games allow students of correctional schools to
perform various pedagogical tasks in a playful way.
Didactic games allow them to master serious, and
sometimes uninteresting, educational material.
In the primary school, didactic games take the form of a
game method of education, game moments of the
lesson.
Didactic games differ from didactic exercises in that they
have the following conditional elements: the presence
of a goal, a didactic task, game actions and rules. Among
the variety of existing types of games, it is didactic
games that have a direct connection with the
educational process. Didactic games are used as one of
the existing methods of teaching various subjects.
Didactic games, as a teaching method, have great
potential for activating the educational process.
The purpose of didactic games is to teach, develop and
educate students.
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The structure is the main element that characterizes
the game as a form of education and a game activity at
the same time.
The main structural components of didactic games are:
the intended goal of the game, the rules of the game,
game actions, content aimed at cognition or didactic
tasks, equipment, and the presence of a result.
All didactic games are divided into three main types:
1. Games with a direct didactic effect, in which the
teacher acts together with the students in the role of
one of the participants in the game;
2. Games with an indirect didactic effect, in which the
teacher participates in the game as an observer or
spectator in a “non
-
game” position.
3. Games with a mixed didactic effect, in which the
teacher participates in the game as a presenter,
referee, specialist or consultant.
The intended goal of the game is the initial structural
component of the game, usually expressed in the name
of the game. It is hidden in the content of the didactic
task, the solution of which must be found in the
learning process. The intended goal of the game is
mainly manifested in the form of a question or riddle,
which determines the course of the game. In any case,
it gives the game a cognitive character, sets some
requirements for the knowledge of the participants in
the game.
The use of didactic games in the lesson must meet the
following requirements:
1. The correspondence of didactic games to the
purpose of the lesson, while the content of the game
must be reflected in the educational material.
2. The variety of the form and conduct of the game. In
this case, it is necessary to take into account the level
of knowledge of the students, the level of their mutual
understanding.
3. The activity of each participant during the game (it is
necessary to include all students)
4. The game must be simple and understandable for
students. The conditions of the game must be
understandable to children, and the goal of the game
must be attractive.
Each didactic game has rules that determine the
sequence of actions and behavior of students, which
help create a working environment during the lesson.
In addition, the rules of the game develop the skills of
controlling one's own behavior and obeying the
requirements of the team. Rules can prohibit, allow, or
order children to do something during the game, make
the game interesting or exciting.
Obeying the rules during the game requires children to
have a strong will, the ability to communicate with their
peers, and overcome negative emotions that arise due
to unsuccessful results. When setting the rules of the
game, it is necessary to set such conditions for children
that they enjoy completing the task.
Another important aspect of the didactic game is game
actions, which are determined by the rules of the game
and contribute to the cognitive activity of students,
allowing them to demonstrate their capabilities, use
existing knowledge, skills and abilities to achieve the
goal of the game. As a game manager, the teacher
directs it to the necessary didactic flow, activates its
progress in various ways if necessary, maintains interest
in the game, and encourages those who are lagging
behind. Due to the presence of game actions, didactic
games used during the lesson make education more
interesting, rich in emotions, help increase children's
voluntary attention, and create conditions for a deeper
assimilation of knowledge, skills and abilities. Game
actions form the basis of the game. The more diverse
the game actions, the more interesting the game will be
for the child. In different games, game actions differ in
their orientation and attitude towards the participants
of the game. This can be, for example, role-playing
actions, solving riddles, spatial transformations, etc.
Game actions consisting of several game elements focus
children's attention on the content and rules of the
game for a long time and create pleasant conditions for
completing the didactic task. When a didactic game is
used in the educational process, its rules and actions
form goodwill, goodwill, and will in children. The basis
of a didactic game is the content of knowledge or the
didactic task. The content of knowledge is the
acquisition of knowledge and skills that are used to solve
the educational problem set by the game.
The equipment of the didactic game is mainly lesson
equipment. These are technical means of teaching.
These also include various visual aids: tables, models, as
well as didactic handouts, prizes for rewarding the
winning team.
Drawing conclusions (result) - is carried out at the end
of the game. This can be counting the accumulated
score, identifying children who performed the game
tasks better, determining the winning team. It is
permissible to highlight the achievements of each child,
the successes of children lagging behind.
A didactic game has a certain result, which is the end of
the game. A didactic game is manifested in the form of
solving a set educational task, giving students moral and
intellectual satisfaction. For the teacher, the result of
the game is always an indicator of the level of success of
students in mastering or applying knowledge. If
students participate in the preparation of attributes and
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gifts, as well as in the development of the rules of the
game, the strength of the didactic effect increases.
We recommend the following games for use in
mathematics lessons:
The game "Merry wagons"
Didactic task: To teach students to eliminate errors that
occur in the process of performing mathematical
operations
Game task: Strengthen students' knowledge by solving
problems with circular examples
Game description:
The teacher asks the students the following question:
-What types of transport do you know?
-Bus, tram, trolleybus, train, metro, cars.
-You answered very correctly, now we will play the
game "Funny wagons" with you
Option 1
You need to find the answer to the examples shown in
the visual aids.
10-2=8 7-2=5 4-1=3
8+1=9 5+1=6 3-2=1
9-2=7 6-2=4 10-9=1
Option 2 Problem-based tasks
Vegetables and fruits can be loaded into freight train
wagons and sent from one city to another.
Onions apples carrots grapes
8+2 2+7 6+3 4+6
The game "Let's fly into space"
Didactic task: To form spatial imagination of students
Game task: To form the skill of counting correctly and
backwards within 10
Game content: Students are introduced to the rules of
the game. Students gradually move their hands and
bring them up to the head part, saying
1,2,3,4,5,6,7,8,9,10. Then, saying "We flew into space,
now we are being called from below, which means we
need to land on the ground," they move their hands
from the head part to the chest, that is, down, and
count 10,9,8,7,6,5,4,3,2,1. During this game, students
perfectly master counting correctly and backwards
within 10. Of course, this game will appeal to all
students, it seems very interesting to them to perform
hand movements together, and this game also helps to
consolidate correct and backward counting within 10.
The game "Silence"
Game equipment: Boards with numbers, digital shapes
Game content: The teacher shows a board with
numbers, for example, 8. Each student must show a
shape in which 2 numbers are represented (for example,
represented by circles). The sum of these 2 numbers
must be exactly 8. For example, in one digital shape, 5
circles are represented, in others -3 or 4,6 and 2,7 and
1.
The teacher brings out the students who have shown
the additions with gestures to the board, and the
students draw circles on the board.
Option 2: The teacher shows a number pattern with the
number 5 represented by circles. Each student must
show 2 number patterns or 2 numbers. The sum of these
numbers must be 5. The student who shows the new
variant sum must silently go to the board and write that
variant.
For example: 4 and 1, 3 and 2, 2 and 3, 1 and 4.
The game "Throw the cubes and count correctly"
Game equipment: 2 larger cubes with numbers written
around them.
Game content: First, two students go to the board and
take turns throwing the cubes onto the table, writing
the numbers on top of the fallen cubes on the board:
For example, let's say the numbers on top of the cubes
are 1 and 4:
4+1=5
1+4=5
4-1=3
The game continues in this way. The rest of the group
checks whether the examples are correct or incorrect.
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Equipment: punched cards
The student solves the example and paints the
corresponding circle on the punched card.
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