Volume 03 Issue 12-2023
269
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
269-274
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
The article examines the theoretical aspects of the intellectual development of preschool children through
an unconventional method of teaching preschool children mental arithmetic using Japanese horizontal
arithmetic abacus , called “mental arithmetic”.
K
EYWORDS
Intelligence, mental arithmetic, teaching methods, mental arithmetic, preschool children.
I
NTRODUCTION
The process of increasing the volume of
information and the volume of knowledge in the
modern information society is rapid. To ensure
the competitiveness of specialists, the economy,
and the state in the world market, citizens of the
country need to continuously master constantly
emerging new knowledge and skills. Initial
preparation for this is carried out at school. But
the time spent in school is limited and, of course,
it is impossible to significantly increase it, since a
significant part of the young working population
will be cut off from production. The solution to
this problem must be sought in the intensification
of education. That is why new effective teaching
methods are becoming an important component
of the educational process today.
Today, the state, society and family determine the
main goal of modern school education: not only
teaching subject knowledge, but also developing
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
METHODOLOGY OF USING ELEMENTS OF MENTAL
ARITHMETIC IN THE FORMATION OF MATHEMATICAL
CONCEPTS IN ELEMENTARY SCHOOL STUDENTS
Submission Date:
December 18,
Accepted Date:
December 23, 2023,
Published Date:
December 28, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-46
Mamirova Zulxumor Narbaevna
Teacher Of The "General Pedagogy And Psychology" Department Of The Navoi State Pedagogical Institute,
Uzbekistan
Volume 03 Issue 12-2023
270
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
269-274
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
the student’s potential, creating favora
ble
conditions for the realization of his natural
abilities. This is due to the fact that rapidly
developing changes in society and the economy
today require a person to be able to quickly adapt
to new conditions, find optimal solutions to
complex issues, show flexibility and creativity,
and not get lost in situations of uncertainty. The
goal of the school is to prepare a graduate for life
in modern society with the necessary set of
modern knowledge and competencies that will
allow him to feel confident in a rapidly changing
environment.
To solve such problems, as well as due to the
emergence of the information society, new
pedagogical technologies, effective forms of
organizing the educational process, and active
teaching methods are required. A modern school
graduate must not only gain knowledge, but also
develop the readiness and ability to constantly
improve the knowledge acquired, and “learn to
learn” for the rest of his life. This approach defines
the role of training, which consists in equipping
students with such general principles, techniques,
methods, actions that will allow them to solve a
wide range of practical problems, distracting
from the variety of external factors - to generalize
essential features according to their content; to
teach how to manage their mental and
educational activities, rationally and productively
master educational, scientific, technical and other
literature and “not get lost” in the information
flow, which ensures their full existence in modern
society.
As you know, the human brain independently
extracts important information from the world
around us. And reading is inextricably linked with
mental activity. The task of fast reading is to
increase the efficiency of the reading process and
its productivity. The solution to this problem can
be achieved by developing new, effective
programs of mental activity, by teaching new
methods of encoding information coming from
outside.
By acquiring speed reading skills, a person
improves not only the area of reading - there is a
complex
impact on various aspects of a person’s
mental activity. During the learning process, a
restructuring of thinking occurs.
Attention is of great importance in a person’s life:
without it, other mental processes cannot be
complete. Fast reading requires increased
attention. Therefore, it is necessary to develop the
skills of mental concentration and concentration.
Proper attention is of great importance for human
mental activity. At the same time, it greatly
influences the understanding of the text, the
accuracy and depth of assimilation of the content.
The effectiveness of reading largely depends on
how much the reader is able to control his
attention. Attention training is important not only
for reading. All types of activities require
attention and the ability to manage it. Naturally,
after a careful, meaningful reading of the text, it is
necessary to remember and retain the most
important information from what you read.
Therefore, effective memory training is
necessary.
Volume 03 Issue 12-2023
271
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
269-274
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
The acquisition of new knowledge undoubtedly
builds on existing knowledge in memory.
Memorization is an active, creative process,
during which an “increase in knowledge that fits
into memory” is created by comparing the new
and the old. Due to the informatization of society
and education, one of the most popular directions
is the development of memory based on
information technology, based on various types of
memory: visual, auditory, figurative, verbal
logical, analog, algorithmic and others. These
different types of memory must be used as
aspects of one process, which complement and
activate each other, significantly increasing the
efficiency of memorization.
Let us note that the most convenient “testing
ground” for the formation of these human
qualities is mathematics. Let's look at them.
1.
Attention is very important for learning
mathematics. An “inattentional” error leads to
an incorrect solution to the entire problem,
unlike, for example, humanities subjects.
There, an error in just one place does not
change the essence of the entire text. And
spending time returning to the beginning of
solving a problem gives feedback - best of all,
it forces you to be attentive.
2.
Memory for mathematics - recalling the
necessary definitions, statements, formulas.
Mathematics contributes to the strong
development of semantic memory, since in
order to solve a specific problem it is
necessary to select suitable previous material
according to its meaning. There is a strong
relationship between memory and logical
thinking.
3.
Comprehension is associated with the ability
to analyze text. In addition, what is
understood is better remembered. On the
other hand, in mathematics, without
analyzing the text, it is impossible to translate
the meaning of the problem into the language
of formulas. That is, mathematics, like nothing
else, contributes to the development of the
ability to analyze text.
4.
Establishing relationships between concepts
is the basis of mathematical perception. This
gives rise to the development of the
conceptual apparatus.
5.
Fast reading is important everywhere, but in
mathematics this is the ability to isolate the
main thing to translate the meaning into
mathematical language. Constant training has
a strong impact on the speed of perception of
material.
But already from the first grade there is an
opportunity to engage in mental arithmetic,
which largely develops these qualities.
Unfortunately, the second half of the last century
is characterized not only by the introduction of
computer technology, but also by a decrease in
attention to the development of mental
arithmetic abilities. This began to affect students.
Fewer and fewer of them showed a penchant for
mathematics, and all students’ ability to think
strictly and carry out their reasoning logically
decreased. Pedagogical science drew attention to
this and proposed returning to the development
of the ability to count orally. A new method of
Volume 03 Issue 12-2023
272
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
269-274
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
teaching mental arithmetic has emerged - mental
arithmetic.
Thousands of years ago, the people of China
invented an unusual abacus - the abacus. In the
16th century these same abacus reached Japan
and also gained popularity there. These same
abacus (abacus) help you learn how to quickly
count in your head, add, divide and perform other
operations with large numbers faster than a
calculator can do it.
It has been proven that in humans, the right
hemisphere of the brain is responsible for
creativity, perception and creation of images, and
the left hemisphere is responsible for logic.
Therefore, it is necessary to take into account in
the learning process that the synchronous work
of both hemispheres provides enormous
potential for the development of students. Mental
arithmetic is the main means of developing the
mental abilities of primary school students. And
the main task of mental arithmetic is to involve
the entire brain in the educational process. This is
done by performing operations on accounts with
both hands, and then in the mind. Mental
arithmetic not only helps you master quick
calculation skills, but also helps develop
analytical skills. Abacus trains and improves
mental processes. Over time, the need for
accounts
disappears.
Students
develop
imagination and can carry out all calculations in
their heads.
The main goals of mental arithmetic are
concentration, the ability to focus on the task at
hand, the development of photographic memory
and creative thinking, logic and imagination,
hearing and observation. With a professional
approach and successful achievement of goals,
the child can perform complex arithmetic tasks in
his head. The program not only covers the
mathematical area, but also helps the child in
other educational areas. She gives him
confidence. And what is important here is not
spectacular performance in oral arithmetic, but
rather the formation of the necessary qualities of
the student.
The results of practice prove that mental
arithmetic is very useful and effective. If you
allocate two to four hours a week to implement
this technology, then after just a few months of
training you will receive certain results. Students
noticeably improve their memory, develop
creative thinking, and increase concentration and
concentration. These changes were noted by the
students' parents. There is also a significant
increase in their overall academic performance.
Students feel more confident in lessons and are
more willing to go to school. True, mental
arithmetic classes do not affect the ability to read
quickly with full understanding of what is read.
This also needs to be done from first grade. It is
necessary not only to achieve the speed of reading
text by the number of words in the text read per
minute, but to train the ability to quickly
understand this text. This can be achieved by
training in retelling the text read, the ability to
answer questions about the content and ask
questions about it yourself.
compressive learning methodology is based on
these developed qualities , which allows, through
Volume 03 Issue 12-2023
273
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
269-274
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
new forms of perception, discussion, analysis and
comprehension of the material, to significantly
increase the efficiency, speed and quality of
learning. Compressive learning is a technology
that teaches the ability to absorb significant
amounts of information in a very limited time. It
includes the integrated use of such areas as the
development of memory, attention, fast reading
techniques, the ability to analyze text, establish
relationships between concepts, highlight new
semantic information and material necessary for
study, skillful use of infocommunication systems,
technical and information teaching aids.
Of course, all components of compressive
learning are interconnected and influence each
other. A necessary condition for logical and
meaningful memorization is understanding. The
understood material is remembered better,
quickly and for a long time, as meaningful
associations are established with existing
knowledge. Meaningful memorization occurs by
reducing the amount of information using its
“filtering,” as a result of which truly new and
important facts are highlighted in the material
proposed for study. Semantic memorization is
more economical, capacious, and productive.
Thus, improving memorization is facilitated by
translating the content of the memorized material
when reading into the language of one’s own
thoughts. Associations are established with
material previously acquired as a result of life
experience. Moreover, it is not so much the
information that is remembered as the thoughts
that are associated with it. The development of
intellectual abilities, as already noted, is based on
the development of attention, memory, and
thinking. The comprehensiveness of the approach
to the development of intellectual abilities is
precisely ensured by the compressive learning
technique. The new compressive teaching
methodology promotes the development of
cognitive interest in children, teaches them to
systematize and generalize the material being
studied, discuss and debate. Undoubtedly, the
new technique has an advantage over traditional
ones,
After all, it contributes to the diversified
development of the child, teaches him
independence in cognition and decision-making.
Each of these components requires special
attention, and the student must be prepared for
each of them. At first glance, the additional time
spent on developing memory, developing reading
speed, the ability to analyze text, and reason
logically may seem pointless, but they more than
pay off in the next stages of mastering the
educational material. This was shown by an
experiment conducted in grades 4 and 5.
R
EFERENCES
1.
Добрица В.П., Садыкова А.Ж. К вопросу
о
необходимости
компрессивных
методов
обучения
//
Качество
школьного образования: состояние,
тенденции и перспективы: материалы
междунар. науч.
-
практич. конф. (18
-19
мая 2000 г.). Ч. 2 / МОН РК, КАО им.
Алтынсарина, ИОО. Алматы, 2000. С. 34
-
36.
Volume 03 Issue 12-2023
274
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
269-274
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
2.
Добрица В.П., Матвеева И.С., Захарова
Е.С.
Информационные технологии как
условие реализации компрессивного
обучения // Вестник МГПУ. Серия
Информатика
и
информатизация
образования. 2008. № 16. С. 82
-86.
3.
Добрица В.П., Левкова Е.С., Добрица И.С.
Подготовка младших школьников к
компрессивному
обучению
//
Современные
проблемы
качества
математического образования: теория,
методика, опыт: материалы междунар.
науч.
-
практич. конф., посвящ. 75
-
летнему юбилею докт. пед. наук,
профессора Каиржана Габдулловича
Кожабаева (28
-
29 июня 2013 г.).
Казахстан, г. Кокшетау, 2013. С. 5
-9.
4.
Добрица В. П., Добрица И. С., Левкова Е.
С.
Компрессивное
обучение
и
подготовка
к
нему
младших
школьников // Вестник КазНПУ им.
Абая. 2014 № 2. С. 73
-78.
5.
Добрица
В.П,,
Добрица
И.С.
Компрессивное обучение и ментальная
арифметика
//
Современные
математическое образование: опыт,
проблемы, перспективы: материалы
междунар.
науч.
-
практич.
конф.,
посвящ. 80
-
летнему юбилею докт. пед.
наук,
профессора
Каиржана
Габдулловича Кожабаева, Казахстан,
Кокшетау, 8 июня 2018. С. 265
-270.
