Volume 04 Issue 12-2024
54
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
54-59
OCLC
–
1368736135
A
BSTRACT
This article explores methods for working with algorithmic tasks in primary school mathematics lessons,
the sequence of algorithmic tasks, and the skills required to correctly structure these tasks. The significance
of algorithms in enhancing mathematical literacy among primary school students is explained.
K
EYWORDS
Primary mathematics curriculum, algorithmic tasks, development of practical skills, rectangle concept
algorithm, problem-solving, algorithms.
I
NTRODUCTION
The President of Uzbekistan emphasizes that the
greatest wealth is intellect, the best inheritance is
good upbringing, and the worst poverty is
ignorance. Shavkat Mirziyoyev stated:
"The greatest wealth is intellect and knowledge;
the greatest inheritance is good upbringing; the
worst poverty is ignorance. The foundation of
progress, the strength of a country, and the
greatness of a nation lie in science, education, and
upbringing. Our future and the bright prospects of
our homeland are closely tied to our education
system and the upbringing we provide to our
children."
Journal
Website:
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Copyright:
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Research Article
WORKING WITH ALGORITHMIC TASKS IN PRIMARY SCHOOL
MATHEMATICS LESSONS
Submission Date:
December 02,
2024,
Accepted Date:
December 07, 2024,
Published Date:
December 12, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-12-09
Gofurova Mahfuza Abbosovna
Lecturer at Fergana State University, Doctor of Philosophy (PhD) in Pedagogical Sciences, Uzbekistan
Toshmirzoyeva Ezozaxon
4th-year student in Primary Education, Fergana State University, Uzbekistan
Volume 04 Issue 12-2024
55
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
54-59
OCLC
–
1368736135
In primary school mathematics lessons, problems
and educational tasks play a crucial role in
developing students' mathematical thinking, as
well as their logical and analytical reasoning.
These tasks assist students in solving practical
problems
and
comprehending
various
mathematical concepts.
A key feature of the primary mathematics
curriculum is its practical orientation. Unlike
higher grades, where some mathematics topics
are theoretical, every new concept, property, or
law in primary school is introduced through
practical activities.
For example, in Grade 4, students not only learn
the definition of a rectangle but also develop the
ability to derive its properties logically and use
these properties to solve practical problems. They
measure the equality of opposite sides of a
rectangle and acquire skills to draw rectangles
and calculate their perimeter and area.
Many practical skills formed in primary school
are fundamental to the mathematics curriculum.
However, such mastery cannot be said about
concepts. For instance, understanding numbers
evolves significantly between Grades 3 and 4.
Nonetheless, arithmetic operations learned in
early grades are used throughout middle and high
school.
The role of algorithmic tasks in primary
education:
The primary school teacher has a fundamental
responsibility to develop practical skills and
abilities in students. This requires solving two
interrelated methodological problems:
1.
Detailing and concretizing the content of
specific practical tasks.
2.
Developing methods for students to
master these tasks and ensuring effective control
over their learning process.
An algorithm is defined as a sequence of finite,
elementary actions required to accomplish a
given task. Algorithmic tasks in mathematics
lessons help students develop mathematical
reasoning and problem-solving skills. They foster
logical thinking, understanding of sequences, and
the ability to effectively tackle practical
challenges.
The process of teaching algorithmic tasks
involves several stages:
•
Developing the algorithm.
•
Introducing students to the algorithm.
•
Practicing the algorithm repeatedly until
students fully master it.
For some problems, algorithms cannot be easily
developed, such as composing equations based on
problem conditions or expressing textual
problems in mathematical terms. However,
algorithmic approaches can be effectively applied
in situations like establishing "greater," "less,"
and "equal" relations, solving equations, drawing
geometric shapes, or performing arithmetic
operations with fractions.
Volume 04 Issue 12-2024
56
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
54-59
OCLC
–
1368736135
The teacher can use two methodological
approaches when introducing students to
algorithms:
1.
Demonstrating through specific examples
how a new problem can be solved by
systematically performing previously learned
steps. Students practice these steps under the
teacher's guidance, eventually generalizing the
experience into a schematic framework.
2.
Encouraging students to verbalize each
elementary action while following the algorithm,
transitioning to independent execution as they
gain proficiency.
Algorithmic tasks in primary school mathematics
foster logical thinking and problem-solving
abilities, serving as a foundation for further
mathematical education. By carefully planning
and implementing algorithm-based teaching
methods, teachers can significantly enhance
students' learning outcomes.
2. The formation of an algorithm occurs gradually
and purposefully. Elementary actions are selected
with their active participation and understood
clearly, and their sequence is determined. To
achieve this, the definitions and properties of
previously known objects are used, along with
exploring the possibilities of fully or partially
applying algorithms already known for "similar"
objects. This approach allows for significant
student involvement in the process of developing
algorithms, making the process itself resemble
research work in terms of content. Below, we
present several examples of implementing this
approach.
Volume 04 Issue 12-2024
57
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
54-59
OCLC
–
1368736135
When developing algorithms as a teaching topic,
it is necessary to consider not only the primary
requirements mentioned above but also a
number of additional didactic conditions. The
same tasks may result in different algorithms for
the same class, differing in the number and
necessity of elementary actions. Therefore, the
algorithm being studied should be presented in
an optimized manner, comprising a minimal
number of sufficiently simple elementary actions.
An algorithm is a sequence that specifies the
order of tasks to be performed. Let us examine
several types of algorithms in relation to primary
school learning materials.
Nargiza loves fried potatoes. Arrange her
mother's actions in order:
1)
She salted the potatoes
.
.
2)
She put the potatoes into the heated oil..
3)
She turned on the gas stove.
4)
She peeled the potatoes
.
.
5)
She bought potatoes and oil from the store.
6)
She turned off the gas and placed the potatoes on a plate.
7)
She poured the oil into the pan and placed it on the stove.
5
8
7
Volume 04 Issue 12-2024
58
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
54-59
OCLC
–
1368736135
1. Algorithm for Determining the Length of a
Broken Line:
Measure the length of each segment of the broken
line.
Calculate the sum of the measured values.
Draw a straight line segment equal to the total
length of the broken line segments.
Measure the resulting straight line segment.
2. Correct Algorithm for Brewing Tea:
Rinse the teapot with boiling water.
Prepare dry tea leaves.
Place the dry tea leaves into the teapot.
Pour boiling water into the teapot.
Cover the teapot with a special lid.
Let the tea steep.
Overall, algorithmic tasks in primary school
mathematics lessons are highly effective tools for
developing students' mathematical thinking,
teaching them to solve problems sequentially,
and fostering a logical approach.
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Volume 04 Issue 12-2024
59
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
54-59
OCLC
–
1368736135
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