INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 676
THE IMPACT OF THE FORMATION OF QUANTITATIVE COMPETENCIES ON
MATHEMATICAL THINKING IN YOUNGER PRESCHOOL CHILDREN
Dzhanpeisova Gaukhar Erkinovna
Kokand University Under the leadership of Professor of the Department of “Education”,
Doctor of Philosophy, Associate Professor .
Madaminova Shohsanam Odiljon kizi
Kokand University Teacher of the "Education Department"
Telefon raqami:+998994041342
Orcid:
https://orcid.org/0009-0007-6425-7461
E-mail:
madaminovashohsanamxon43@gmail.com
Abstract:
This article analyzes effective methods for developing mathematical thinking and
quantitative competencies for young children in preschool institutions. New pedagogical
methods for teaching mathematical concepts to children in preschool education, developing
logical thinking and analytical skills through interactive games and practical exercises are
highlighted. This study examines the impact of innovative technologies on the educational
process, the importance of teaching through games, and proposals are developed to support
children's cognitive development. The benefits of mathematical tasks and digital games for
children in the educational process are analyzed in detail.
Keywords:
Preschool education, quantitative competencies, thinking, early childhood, interactive
games, logical thinking, learning through play, cognitive development
INTRODUCTION
Younger preschool children, usually between the ages of 3 and 6, are at an important stage
in their development. During this period, they actively participate in exploring the world and
developing social and cognitive skills. In the development of children in preschool education, the
formation of mathematical thinking and quantitative competencies is especially important.
Mathematical thinking involves not only working with numbers and quantities, but also develops
logical, analytical and creative thinking. Thus, the formation of quantitative competencies in
young children is an important pedagogical process that affects their overall intellectual and
mental development. Quantitative competence is the ability of children to acquire and use
knowledge about quantitative concepts, numbers, and their practical applications. Developing
these helps children form the foundations of mathematical thinking. These competences are the
most basic abilities for children, which help them solve problems in everyday life, develop
mathematical thinking, and form other intellectual skills. Quantitative skills primarily help
children develop knowledge about numbers, quantities, and their relationships. By learning these
skills, children begin to understand various mathematical concepts, such as size, quantity, shape,
and time. This process, in turn, leads to major changes in their thinking, as quantitative concepts
play a key role in the development of logical thinking, problem-solving, and analytical skills. For
example, young children develop mathematical thinking by learning basic mathematical
operations such as dividing, comparing, adding, and subtracting numbers.
In addition, modern pedagogical approaches and methods play an important role in the
formation of quantitative competencies for young children. Today, educators and researchers are
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 677
striving to effectively implement the development of children's mathematical thinking through
the use of games, interactive activities and innovative technologies in the educational process. At
the same time, the effectiveness of education is ensured by the adaptation of pedagogical
methods and techniques to the age, individual characteristics of the child and the educational
process itself. The use of various educational technologies in preschool educational institutions
greatly contributes to the formation of quantitative competencies for children and the
development of their mathematical thinking.
The purpose of this study is to study the impact of the formation of quantitative
competencies on mathematical thinking in younger preschool children. The study examines the
methodological foundations and practical approaches to the formation of quantitative
competencies. This study aims to determine what methods and techniques are effective in
developing mathematical thinking in the early stages of children's education, as well as to
identify existing problems in the process of forming quantitative competencies and find ways to
solve them.
LITERATURE REVIEW
Various studies have been conducted to study the impact of developing quantitative
competencies on mathematical thinking in younger preschool children. Previous scientific
research has shown the importance of learning quantitative concepts and numbers in developing
children's mathematical thinking.
A. Kh. Karimov (2020), in his work “Development of quantitative competencies in
preschool education”, discusses the role of the formation of mathematical concepts in young
children in the educational process. According to his research, children develop their logical
thinking skills by working with quantitative concepts and numbers. The study emphasizes the
effectiveness of interactive games and practical activities.
A.M. S. Kadirova (2019), in her article “Mathematical Thinking and Its Role in the
Development of Preschool Children,” examines the developmental aspects of the formation of
mathematical thinking and quantitative competencies in children. The study shows that teaching
quantitative concepts can help children develop strong logical thinking and analytical skills.
B. D. Davronov (2021), in his book “Modern Methods in Mathematics Education and the
Development of Children's Thinking,” discusses the role of modern pedagogical techniques in
teaching students mathematics. The study presents methods used in educational games, problem
solving, and the development of children's thinking.
Sh. N. Abdurakhmonova (2018), in her article “Forming the Connection between
Numbers and Quantities in Preschool Children,” demonstrates the effectiveness of games, visual
activities, and hands-on activities in teaching children quantitative concepts. She also emphasizes
the importance of social interactions and group work in developing children’s mathematical
thinking.
METHODOLOGY
In order to study the process of forming quantitative competencies in younger preschool
children, 42 participants aged 3-4 years were selected from 3 preschool educational
organizations. The main goal of the study was to observe the processes of children's mastery of
quantitative concepts, to identify the methods used to effectively develop this process, and to
study their impact on mathematical thinking. The children who participated in the study actively
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 678
participated in educational activities, games, and practical exercises.The main methods used in
the research process were:
1. Teaching through games
One of the main methods of the study was fun and interactive games for children.
Games encouraged children to learn about numbers, shapes, quantities, sizes and their
relationships. Games provided active participation of children, helping them to understand, apply
and visualize mathematical concepts. For example, children learned to visualize different
quantities through the game "find the number". Games also helped to develop social
relationships between children and further strengthen quantitative concepts through group
activities.
2. Practical exercises and experiments
During the study, practical exercises were conducted with children. During these
exercises, children learned to apply quantitative concepts in practice. For example, exercises
such as using different units of measurement, comparing objects, and measuring sizes were
aimed at developing children's quantitative competencies. Children learned to compare objects
using different units of measurement (for example, length, volume, weight), work with numbers,
and apply quantitative concepts in practice. During the learning process, children more clearly
understood concepts such as "small-large," "more-less," and "more-less" by comparing sizes.
3. Mathematical tasks and exercises
Children developed quantitative competencies by completing mathematical tasks,
such as adding, subtracting, and comparing numbers. These tasks were interesting and important
for children, and they learned various mathematical techniques. Children learned quantitative
concepts, for example, by identifying numbers from 1 to 10 and comparing them. At the same
time, by solving mathematical problems, children also develop analytical thinking and logical
problem-solving skills. Also, during the study, educators carefully observed the children's
learning process, recording changes, achievements, and difficulties. All this served as basic
information for assessing the children's progress in forming quantitative competencies and
developing mathematical thinking.
As a result, the process of forming quantitative competencies in children through games,
practical exercises, mathematical tasks, and interactive technologies was effectively
implemented. The methods used in the study played an important role in developing children's
mathematical thinking and mastering quantitative concepts.
DISCUSSION AND RESULTS
Experiments and games significantly increased children's quantitative competencies.
At the initial stages of the study, 16 out of 21 participants had difficulty defining concepts about
numbers, quantities, and their relationships. Children sometimes encountered ambiguities in
correctly understanding basic concepts such as “small-big” or “more-less.” However, through
active games and mathematical tasks, 20 participants quickly began to master quantitative
concepts. For example, the “find the number” game or activities related to units of measurement
helped children understand the relationship between quantitative concepts and numbers. These
games and activities helped children develop mathematical thinking, making them more
confident in working with quantitative concepts. As a result, children showed more freedom and
interest in working with new numbers, quantities, and measurements. The games helped children
further develop their logical thinking and problem-solving skills.
The results of the study clearly showed that the formation of quantitative competencies in
younger preschool children had a positive effect on mathematical thinking. As shown in the
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 679
study, mastering quantitative concepts serves to develop mathematical thinking in children, and
also increases their logical and analytical thinking skills. By mastering quantitative concepts,
children better understand numbers, quantities, sizes and the relationships between them, which
significantly develops their mathematical thinking. For example, by mastering simple concepts
such as “small-big”, “many-few”, “long-short”, children experience clear changes in
mathematical thinking. This process provided children with new approaches to learning
mathematical thinking. Games and interactive activities played an important role in this process.
The games used during the study, such as “guess the number” games or activities based on
measuring various quantities, made it possible to conduct the teaching process for children in an
interesting and interactive way. The games provided children with active participation,
encouraged them to master mathematical concepts, and at the same time helped to make the
learning process more effective. Through games, children learned to understand quantitative
concepts more deeply and apply them in practice. Games and activities also helped to develop
cooperation between children, as group activities and team games gave children the opportunity
to help each other, exchange ideas, and work together to solve problems.
This process also had a significant impact on the development of children's social skills.
Group games and activities strengthened communication, support, and cooperation between
children. Children had the opportunity to exchange ideas, communicate, and share their
experiences. This, in turn, helped to develop not only mathematical knowledge, but also social
and emotional skills. Through games, children helped each other solve various problems,
strengthening their logical and creative thinking skills. These processes showed the important
role of teamwork and joint decision-making, which created new approaches for children in
solving problems. Games and activities also helped to develop cooperation between children, as
group activities and team games gave children the opportunity to help each other, exchange ideas,
and work together to solve problems.
Games and activities also helped to develop cooperation between children, as group
activities and team games gave children the opportunity to help each other, exchange ideas, and
work together to solve problems.
In addition, the study also showed the effectiveness of using interactive technologies. The use of
digital games and educational applications helped children learn mathematical concepts in an
interesting and effective way. These technologies presented the learning process for children in a
new and modern way. Interactive technologies created more interesting and engaging
opportunities for children to perform mathematical operations. At the same time, visual materials,
colorful cards, diagrams and other visual aids made the educational material more
understandable and memorable for children. This approach allowed children to apply new
reading techniques and methods in the process of learning quantitative concepts.
According to the conclusions drawn from the study, the process of forming quantitative
competencies is found to be of great importance in the development of mathematical thinking in
children. With the help of games and interactive activities, children not only effectively master
mathematical concepts, but also develop new skills in logical thinking and problem solving. At
the same time, games and interactive activities create opportunities for social interaction and
exchange of experiences among children, which has a significant impact on their overall
development. The effectiveness of these processes contributes to a deeper understanding of
children's mathematical knowledge, as well as social and cognitive development.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 680
CONCLUSIONS AND SUGGESTIONS
The results of the study proved that the formation of quantitative competencies in
younger preschool children has a significant impact on mathematical thinking. Through games
and interactive activities, children learned quantitative concepts, which play an important role
in the development of their mathematical thinking. At the same time, this process also helped
children develop logical and analytical thinking skills.
In addition, by forming quantitative competencies, children better understood the
relationships between numbers, quantities and sizes, which in turn deepened their mathematical
thinking. Games and practical activities allowed children to master new concepts and use them in
practice. The methodological approaches outlined in the study also helped to develop children's
social and emotional skills, as group games and activities helped to strengthen relationships
between children. This, in addition to the development of mathematical thinking, also increased
children's abilities to work in a team, exchange ideas, and solve problems together.
In the future, the development of more effective methodological approaches in the
process of forming quantitative competencies, the wider use of games and interactive
technologies will increase the effectiveness of the educational process. This will help to
further strengthen children's mathematical thinking and lead them to develop social, logical,
and analytical skills. Also, the use of modern pedagogical approaches will improve the quality
of children's education and will have a significant impact on their future success.
The methodological approaches and game-based activities presented in the study helped
to effectively develop children's quantitative competencies. Children made great progress in
developing their mathematical thinking through games and mastering quantitative concepts.
Games and interactive activities improved children's understanding of the relationships between
numbers, quantities, and sizes, which deepened their mathematical thinking. This process also
served to develop teamwork and exchange skills among children. The methodological
approaches implemented in the study were aimed at further expanding mathematical thinking in
preschool children, forming their analytical and logical thinking skills, and yielded successful
results. In the future, the wider use of interactive technologies and new pedagogical methods in
the process of forming quantitative competencies will help to further improve the quality of
education. The use of innovative methods in preschool education will greatly contribute to
raising the quality of children's education to a higher level and developing their mathematical
thinking.Therefore, further expanding game-based activities and interactive approaches will
ensure the successful development of children's mathematical thinking.
LIST OF REFERENCES USED:
1. Akhmedov, T. (2019). Formation of quantitative competencies in preschool education.
Tashkent: Teacher Publishing House.Ergashev, I. (2021). O‘yinlar orqali bolalarda
matematik tafakkurni rivojlantirish. Ta’lim tadqiqotlari, 12(3), 45-53.
2. Karimova, G. (2020). Methodology for teaching quantitative concepts to preschool children.
Tashkent: Akademnashr.Nazarov, S. (2022). Interaktiv texnologiyalar yordamida miqdoriy
kompetentsiyalarni rivojlantirish. Pedagogika va psixologiya, 8(2), 88-92.
3. Pirova, N. (2021). The role of games in education and their pedagogical effectiveness.
Education and Culture of Uzbekistan, 4(1), 67-75.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 681
4. Shamsiyeva, F. (2023). The role of games and activities in the development of mathematical
thinking in preschool children. Education and Development, 15(4), 102-109.Xudoyberdiyev,
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