Volume 04 Issue 12-2024
60
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
60-63
OCLC
–
1368736135
A
BSTRACT
This article highlights the topic of working with arithmetic operations in primary school mathematics
lessons. It discusses how to teach students the arithmetic operations of addition, subtraction,
multiplication, and division, focusing on when and in what order these operations should be performed.
K
EYWORDS
Subtraction, multiplication, addition, division, arithmetic, mathematics, quantities, decimal counting
system, set of natural numbers.
I
NTRODUCTION
The specific feature of mathematics programs for
primary grades lies in the integration of various
types of arithmetic and geometric materials
within a single topic. Simultaneously, different
quantities are studied. For example, in Grade 1,
within the topic "Addition and Subtraction," these
operations are practiced both within the set of the
first ten numbers and within the set of line
segments.
Teaching methods for arithmetic operations in
mathematics
The main objectives for teachers in this topic
include:
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Research Article
WORKING ON ARITHMETIC OPERATIONS IN PRIMARY
SCHOOL LESSONS
Submission Date:
December 02,
2024,
Accepted Date:
December 07, 2024,
Published Date:
December 12, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-12-10
Gofurova Mahfuza Abbosovna
A lecturer at Fergana State University, Doctor of Philosophy (PhD) in Pedagogical Sciences, Uzbekistan
Pulatova Mohichehra
A first-year student at Fergana State University, Uzbekistan
Volume 04 Issue 12-2024
61
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
60-63
OCLC
–
1368736135
1. Introducing students to the essence of addition,
subtraction,
multiplication,
and
division
operations.
2. Ensuring students use appropriate calculation
methods, such as:
- Adding and subtracting by parts.
- Using the commutative property of addition.
- Understanding relationships between sums and
addends to facilitate subtraction.
3. Developing skills and abilities in addition,
subtraction, multiplication, and division.
The study of addition and subtraction is divided
into several interrelated stages. In the
"Hundreds" section, students learn to number
within 100 while simultaneously studying length
measurements. Throughout primary education,
students form concepts about natural numbers
and arithmetic operations. This includes
understanding the properties of numbers, the
decimal system, and arithmetic operations, along
with mastering the associated calculation
methods.
Practical exercises in early mathematics lessons
include combining two sets of objects,
establishing correspondence between elements
of two sets, and determining parts of a given set.
Key features of arithmetic operations:
- Exploring the properties of arithmetic
operations and their relationships with terms and
results. For instance:
If \(6 \times 4 = 24\), it is connected to division
as \(24 \div 6 = 4\) and \(24 \div 4 = 6\).
- Developing calculation skills through oral and
written methods integrated into every topic.
Examples of oral and written calculations:
- Oral:
\(276 + 432 = (200+400) + (70+30) + (6+2) =
600+100+8 = 708\)
- Written:
Calculations performed with step-by-step
explanations.
In Grades 1 and 2, oral calculation skills are
developed. These methods, along with written
calculations, rely on understanding the
properties of operations and their implications
for relationships between components and
results.
Study of addition and subtraction within 100:
Students learn the following theoretical concepts:
- Adding and subtracting numbers based on sums
and differences.
- Understanding the interrelations between
components and results of operations.
As students practice arithmetic operations within
specified limits, they build a systematic
understanding of arithmetic. Repeated reference
to these concepts deepens and expands critical
mathematical ideas while solidifying skills in
Volume 04 Issue 12-2024
62
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
60-63
OCLC
–
1368736135
counting,
measuring,
and
performing
calculations.
Key learning outcomes:
1. Mastery of arithmetic operations with numbers
up to 100.
2. Proficiency in calculation methods.
3. Ability to compare expressions based on their
values.
Through consistent practice, children transition
from performing operations with sets to
understanding numerical relationships and
solving arithmetic problems, forming a solid
foundation for further mathematical study.
Initially, this is done by performing appropriate
operations on sets of objects, such as combining
two sets and then removing a part of the
combined set to count the remaining elements.
Later, it is carried out using certain methods of
performing operations on numbers, such as
counting one by one, grouping and adding, or
subtracting during counting, among others.
For example, when we add 1 to 9, we get 10, and
then by subtracting 1 from 10, we return to 9. This
concept needs to be explained using various
methods and approaches. As we can see, based on
a single image, it is possible to create multiple
problems with different conditions. In such tasks,
Volume 04 Issue 12-2024
63
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
60-63
OCLC
–
1368736135
students approach the problem based on their
imagination and reasoning abilities.
C
ONCLUSION
In conclusion, the problems used in primary
education practice provide varying levels of
convenience for forming the didactic principles of
teaching students to perform arithmetic
operations.
This
situation
necessitates
categorizing problems into groups based on the
degree of their impact on the development of
these principles.
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