International Journal of Pedagogics
151
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue05 2025
PAGE NO.
151-155
10.37547/ijp/Volume05Issue05-38
Working with Bar and Pie Charts in Primary School Classes
Gafurova Makhfuza Abbasovna
Department of Primary Education Methodology, Doctor of Philosophy in Pedagogical Sciences (PhD), Fergana State University,
Uzbekistan
Toshmirzoyeva Ezozakhon Xusayin kizi
4th-year student, Primary Education, Fergana State University, Uzbekistan
Received:
18 March 2025;
Accepted:
14 April 2025;
Published:
16 May 2025
Abstract:
This article discusses methods of working with bar and pie charts in primary school classes, focusing on
developing students’ logical thinking, comparison, and analytical skills. It presents practical exercises aimed at
helping students understand information visually and interpret it using various types of diagrams.
Keywords:
Chart, bar chart, pie chart, primary education, textbook problems.
Introduction:
In today’s rapidly globalizing and
technologically advancing world, the demands placed
on the modern education system are steadily
increasing. The primary education stage plays a crucial
role in shaping children’s intellectual potential and
personal development. For this reason, President
Shavkat Mirziyoyev has repeatedly emphasized the
need for fundamental reforms in the education sector.
The following statement highlights the importance of
this direction:
“In order for every child to grow up as an educated,
thoughtful, and modern-minded individual who meets
the requirements of the times, we must pay the utmost
attention to primary education.”
As the President stressed, every child should be raised
as an independent thinker, able to make proper use of
information, and possess critical and creative thinking
skills. Achieving this goal requires the early
development of students’ analytical thinking abilities,
teaching them to analyze real-life situations, and
guiding them to read, interpret, and express
information using graphical tools. Diagrams
–
graphical
representations in the form of bar and pie charts
–
are
among the most effective tools for developing
mathematical thinking in primary school students
through visual learning. With the help of diagrams,
students gradually develop skills such as receiving
information, sorting it, grouping, analyzing, and
drawing conclusions. In particular, working with
diagrams plays a special role in developing information
literacy, which is one of the core competencies of the
21st century.
By teaching students to work with bar and pie charts,
they not only learn how to read quantitative data, but
also acquire the ability to independently represent,
analyze, and interpret that data, draw statistical
conclusions, and express these conclusions both orally
and in writing. This forms a solid foundation for
successful learning in the later stages of education
–
at
secondary and higher education levels
–
as well as for
conducting scientific research and working with digital
technologies.
The word diagram (from the Greek diagramma
–
drawing, picture, shape) refers to one of the methods
of representing relationships between quantities in
graphical form. For example, in statistics, diagrams are
collections of drawings that display data using
geometric shapes (areas, lines, circles, etc.). The unit of
measurement used in a diagram (percent, kg, g, etc.)
depends on the type of quantity being represented. For
instance, weight (mass) is measured in tons, kilograms,
or grams, while temperature is expressed in degrees.
Graphical diagrams provide a visual representation of
numerical data, helping the human brain to better
understand the relationships between different types
of data and their categories. A diagram is a method of
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
visually illustrating data that is otherwise presented in
table form, making the information not only easier to
understand but also faster to process. Diagrams play an
especially important role when illustrating large
amounts of numbers and the relationships between
them. They help identify the structure of a process and
any changes within it.
In primary school education, working with bar and pie
charts is not only an integral part of mathematics
instruction but also serves as an effective method for
fostering
students’
analytical
thinking,
visual
perception, and functional literacy. Presenting
information through diagrams helps students develop
skills in perceiving, analyzing, comparing, and drawing
conclusions from statistical data. Especially when
diagrams are explained in connection with children's
everyday lives, topics become more relevant and are
reinforced through real-life experiences.
Bar charts help students understand quantitative
relationships, conduct basic statistical analysis, and
grasp cause-and-effect relationships. Pie charts, on the
other hand, prepare students to understand
proportions, percentages, and the relationships
between groups. The knowledge acquired through
working with these diagrams serves as a solid
foundation for learning graphical analysis and studying
economic and social statistics in higher grades.
A diagram, as a tool for presenting data graphically,
plays an important role in developing imagination,
thinking, and memory in children. For primary school
students, this may be a new concept, so it is
recommended to begin working with diagrams using
simple examples related to everyday life.
Diagrams perform the following functions:
a) Present information in a visual form;
b) Enable comparison;
c) Encourage analytical thinking;
d) Promote an active learning process.
The most commonly used types of diagrams in primary
grades are:
1. Bar chart (Column chart)
2. Pie chart
A bar chart is a graphical representation that displays
different categories of data using bars (vertical or
horizontal). Each bar represents the value of a specific
category or group, and its height (or length) is
proportional to the value. One axis shows the
categories, while the other shows the values. The bars
are compared to each other to determine which is
greater or smaller. The use of colors or labels helps
facilitate understanding.
Working with bar charts helps students develop skills in
comparing numerical data and representing it
graphically. Since the data in the problem is presented
in an organized manner, it will be easier for students to
understand. We can see this in the examples taken
from textbooks below.
Problem: The diagram shows how many new buildings
were constructed in the district over five years. Answer
the following questions:
1. In which year were the most buildings constructed?
2. How many buildings were constructed in 2018?
3. How many buildings were constructed in total over
the five years?
Students will not face difficulties answering these
questions because all the information is clearly
presented in the bar chart. By carefully examining and
comparing the data, students can find the correct
answers.
Problem: Museum exhibits are evenly distributed
between two floors.
How can we find out how many exhibits are on each
floor?
And how can we determine the total number
of exhibits in the entire museum?
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Problem: Study the chart. It contains hidden letters: in
the horizontal direction, you will find the task number,
and in the vertical direction, the letter’s position in that
task. The topic number in which you should search for
the letter is shown inside the chart.
What can you say about these words? How are they
related to our country?
Problem: Two classes of students created a list of good
deeds they performed throughout the week. According
to the list, the students washed the dishes 63 times in
total
Which task did the students perform the most?
Which one did they perform the least?
Pie Chart
–
A pie chart is a diagram in the shape of a
circle that represents parts of a whole (100%) by their
proportions. Each sector (slice) represents its share in
the overall value. The total of the circle equals 100%.
Each slice (sector) shows the percentage share of a
specific category in the whole. It is very convenient for
visual comparison of percentages.
Working with pie charts helps students
understand the ratio between the whole and its parts,
familiarize themselves with percentages, and develop
skills in representing proportions graphically. The
concept of a pie chart can be explained by comparing it
to a pie or cake ("How many people ate the pie?"). First,
numerical data is defined: how many options there are,
and how many students chose each option. The whole
is considered as 100%, and each part is expressed as a
percentage (or simply show how many out of 10
students chose each option). Dividing the chart can be
done through basic drawing techniques.
Problem: If there are 100 trees in a garden, create a
problem related to the trees in the garden.
What do these expressions mean?
50 : 10 100
–
50
–
10 100 : 50 50 + 10
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International Journal of Pedagogics (ISSN: 2771-2281)
The meaning of the given expressions can be
determined based on the diagram provided. According
to the diagram, there are 50 poplars, 10 oaks, and a
total of 100 trees. From this, we can deduce that the
number of plane trees is 40.
The given expressions represent the following:
50 : 10 = 5
—
This indicates that there are 5 times more
poplars than oaks.
100 - 50 - 10 = 40
—
This represents the number of
plane trees.
100 : 50 = 2
—
This means that the poplars make up half
of the total number of trees.
50 + 10 = 60
—
This expression shows the total number
of poplars and oaks.
Problem: The circus has 1,000 seats. Half of them are
occupied by children, and 350 seats are taken by adults.
How many seats are left vacant?
What is the form of the diagram representing this
problem?
In the problem, the diagram is represented in a pie
chart form. From the information that there are 1,000
seats and half of them are occupied by children, we can
conclude that there are 500 seats taken by children.
350 seats are occupied by adults. Therefore, 1000 - 500
- 350 = 150 seats are left vacant.
Problem: Based on the diagram, determine which
country Uzbekistan shares the longest and the shortest
border with. Find the total length of Uzbekistan's
borders with other countries.
In the modern educational model, effective use of
various information sources, visual analysis, and
processing skills are recognized as key competencies.
From this perspective, it is essential for primary school
teachers to plan the process of working with diagrams
carefully and incorporate modern technologies into the
classroom. This, in turn, increases students' interest in
the learning process and helps to develop them as
independent thinkers, active learners, and individuals
with innovative thinking.
CONCLUSION
In conclusion, teaching column and pie charts in
primary education is a unique educational tool through
which not only mathematical knowledge but also life
skills, information processing abilities, and social-
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
emotional intelligence are developed. By approaching
this
topic
methodologically
and
promoting
interdisciplinary integration, a foundation is created for
the comprehensive development of primary school
students. Working with column and pie charts in
primary education plays an important role in
developing students' thinking processes. Through
these activities, they not only learn to work with
graphical representations but also develop the skills of
independent thinking and making correct decisions in
problematic situations. Organizing lessons on working
with diagrams based on interactive methods increases
students' interest.
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