European International Journal of Pedagogics
22
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
22-24
DOI
OPEN ACCESS
SUBMITED
03 January 2025
ACCEPTED
05 February 2025
PUBLISHED
11 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.
Methods of Using
Information Technologies
in Teaching Quantities to
Primary School Students
Jalilov Muhammadali Abdumutalibovich
Associate Professor, Fergana State University, Uzbekistan
Mamirova Mehruzabonu Khurshidbek Qizi
Student, Fergana State University, Uzbekistan
Abstract:
This article discusses the importance of
teaching quantities in primary school mathematics
lessons, the role of the topic in the development of
primary school students, and the advantages and
benefits of using modern computer technologies to
explain quantities in primary school lessons.
Keywords:
Concept of quantity, animated explanation,
information technologies, interactive presentation,
educational platform.
Introduction:
Primary school students should be taught
to think creatively and create innovations from an early
age. Each subject being taught, including mathematics,
should be related to life, teaching how to solve real-life
problems, which helps to develop mathematical
thinking skills. Mathematics, in particular, forms the
foundation of all exact sciences. A child who is good at
this subject grows to be intelligent, broad-minded, and
successful in any field.
Quantities play a significant role in enhancing the
mathematical thinking, mathematical creativity, critical
thinking, and logical reasoning of primary school
students. There are specific guidelines in the State
Educational Standards regarding the methodology of
teaching quantities to primary school students.
All primary school teachers operate according to the
State Educational Standards. According to the "Order
No. 406 of the Minister of Public Education of the
Republic of Uzbekistan, dated December 17, 2021,"
lessons must be organized based on the objectives and
tasks of the subjects.
One of the key concepts studied in mathematics is the
European International Journal of Pedagogics
23
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
concept of quantity. Without quantities, it is
impossible to study nature, existence, or the universe.
The concept of quantity enriches and reflects the
understanding of the properties related to the
measurement of things and events. As you know, the
concept of quantity starts to be developed in children
from the 1st grade. Naturally, children who have just
entered school are not very stable in their actions.
Therefore, the teacher must make the lesson
interesting to achieve good results. If information
technologies are used in comparison to traditional
methods, the advantages of the lesson become even
more effective. When teaching quantities in
mathematics, using visual aids, explaining through
graphs, animations, and diagrams, and linking the
lesson with life and other subjects would be
appropriate.
The process of teaching quantities to primary school
students is of great importance in developing their
mathematical thinking and problem-solving skills.
Information technologies (IT) help make this process
more effective and engaging. This article discusses how
the use of information technologies in teaching
quantities to primary school students can enhance the
quality of education. In mathematics lessons, "Game-
based problems" programs can be prepared and used.
Various materials on many topics to be studied in
primary school are provided. Tasks of varying
complexity levels help develop each student's
perception and creative abilities. Using animated
computer slides to solve problems increases the
interest in the lesson. Their advantages lie in the ability
to go back to the beginning of the problem at any time,
stop at different parts, converse with the students, and
listen to their opinions. In primary school classes,
animated problems and slide films can be used for
motion. Animated images taken from the Internet can
be used to create such slides.
Using various game-based programs in the process of
teaching quantities to primary school students proves
to be highly effective. In mathematics lessons,
interactive exercises assist in teaching quantities,
calculations, and geometric shapes, where children
complete different practical tasks on computers.
By utilizing a variety of didactic material collections for
primary school students, mixed computer programs
can be created that include visual exercises, control
exercises, and test modules. Using rich and diverse
materials on quantities for the introduction of subject
rules and general revision gives good results.
Through presentations, the process of creating
questions and plans for the topic, as well as solving
difficult problems, becomes easier. If the problem is
written based on an image, displaying a related image
on the screen helps children understand quantities
better.
Information technologies, especially maps, graphics,
and animations, make explanations easier. They are an
interesting and effective tool for students, helping to
capture their attention and reinforce their knowledge.
1. **Interactive presentations**
- Interactive presentations created using programs like
PowerPoint or Google Slides can be used to provide
information about quantities. The inclusion of
examples, graphics, and videos on each slide can make
the topic more engaging.
2. **Online learning platforms**
- Online platforms such as Khan Academy, Edmodo, or
Nearpod can be used to create a variety of interactive
exercises and tests for students. These platforms allow
students to learn quantities independently and track
their progress.
3. **Learning through games**
- Math games illustrated using information
technologies (such as Mathletics or Prodigy) can make
learning quantities enjoyable for children. The
possibility of earning points for each correct answer
increases competitiveness among students.
4. **Multimedia materials**
- By using video tutorials or animated materials,
complex concepts can be explained simply. For
example, including videos available on platforms like
YouTube can indirectly increase students' interest in the
topic.
5.
Mobile Apps
o
Mobile apps (such as Math Games or
Photomath) provide children with the opportunity to
complete practical exercises in a dynamic environment.
These apps offer tasks of varying difficulty levels and
allow for the assessment of results.
6.
Virtual Reality (VR) and Augmented Reality (AR)
o
Using VR and AR technologies, it is possible to
present mathematical concepts with real-life examples.
For example, AR allows students to examine the size of
objects and engage in practical work with them.
The concept of quantity is related to measurable
characteristics such as the number of objects, length,
mass, volume, time, or other measurable properties.
When explaining the concept of quantity, using
PowerPoint, Prezi, or other presentation software,
multimedia, and animated images can make the lesson
more interesting and easier to understand for children.
Video lessons and cartoons are very helpful when
European International Journal of Pedagogics
24
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
explaining the concept of quantity. Animated
explanations on platforms like YouTube, Kids, TED-Ed
help to capture chi
ldren’s attention and aid in
understanding the topic. For instance: In primary
grades, the concept of quantity is usually explained
with simple and clear examples:
1.
Examples of values expressed in kilograms.
2.
How we measure length.
3.
How we use units for liquids.
Students should collect information on their own and
answer the given questions. For example:
1.
What unit does Anvar use to measure apples?
2.
Is 1 liter of milk correct or is 1 kg of milk
correct?
Using information technologies when developing the
concept of quantity enhances students' interest in the
learning process and helps them to understand the
topic more deeply. Interactive games, animations,
video lessons, and mobile apps make the teaching
process more effective. This process develops their
logical thinking and creativity. Using information
technologies in addition to traditional methods when
teaching quantity concepts makes the lessons more
understandable and engaging.
When teaching units such as liters, kilograms, and
centimeters along with numbers, visual and interactive
materials are of great importance. Sometimes,
students find it difficult to imagine these concepts, so
using real-life examples and technological tools
increases the effectiveness. For example, interactive
games and animations can be used to demonstrate the
volume of 1 liter or the weight of 1 kilogram. Virtual
experiments and multimedia materials help children
not only understand quantities but also apply them in
real life. Therefore, teachers need to effectively use
information technologies in the classroom. This will
not only increase students’ interest but also help them
solidify their understanding of the topic. Using
information technologies in the teaching of quantities
to primary school students simplifies the learning
process and also encourages active participation.
Teachers should use these tools effectively to make
lessons more attractive and enhance children’s
interest in mathematics. In this way, opportunities are
created to improve the quality of education by using
modern information technology methods.
CONCLUSION
In general, if the teacher uses information technologies
effectively and correctly, it increases students' interest
in the lesson, their desire to acquire knowledge, and
boosts their self-confidence. Additionally, their ability
to think independently will develop. The teacher also
facilitates achieving the objectives set for the lesson.
However, information technologies should not be
considered the main component of the teaching
process, but rather a tool that helps convey new
information and concepts to students in a clear and
convenient way. The teacher remains the main guide
and controller of the lesson process at all times.
REFERENCES
O‘zbekiston Respublikasi Prezidentining 2020
-yil 6-
noyabr
dagi “O‘zbekiston yangi taraqqiyot davrida
ta’lim
-tarbiya va ilm-fan sohalarini rivojlantirish chora-
tadbirlarini to‘g‘risida”gi PF
-6108-son Farmoni.
O‘zbekiston Respublikasi Prezidentining 2018
-yil 5-
sentyabrdagi “Xalq ta’limi tizimiga boshqaruvning ya
ngi
tamoyillarini joriy etish chora-
tadbirlari to‘g‘risida”gi
PQ-3931-sonli Qarori.
Ahmedov M.1-sinf matematika darsligi. Toshkent-2018
Bikbayeva N.U. “Boshlang‘ich sinflarda matematika
o‘qitish metodikasi”. T: O‘qituvchi,1996
-yil
Olimov Q.T. Maxs
us fanlar bo‘yicha elektron darsliklarni
yaratishning uslubiy asoslari. G‘G‘ Kasb
-
hunar ta‘limi
№2. 2004
-yil.
Rasulov O. Zamonaviy elektron darsliklarning didaktik
xususiyatlari Kasb-
hunar ta‘limi. №5. 2005
-yil.
Yo‘ldashev J. G., Usmonov S.A. Zamona
viy pedagogik
texnologiyalarni amaliyotga joriy qilish.
–
T: Fan va
texnologiya, 2008.
Olimov Q.T. “Maxsus fanlar bo‘yicha elektron darslilarni
yaratishning uslubiy asoslari”.
Almara'beh, H., Amer, E.F., Sulieman, A., 2015.
Multimedia ta'lim samaradorligi
Ta'lim vositalari. Int. J. Adv. Res. Hisoblash. Sci. Software
Eng. 5 (12), 761
–
764.
“Multimedia ilovalarining turlari” http://tami.uz/
www.arxiv.uz
www.ziyonet.uz
