INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 04 (2025)
377
TEACHING MATHEMATICAL TEXTUAL ISSUES IN ELEMENTARY EDUCATION
Scientific leader: f.- m.f.d., Associate Professor
B.F.Yalgashev
CHDPU, Faculty of Primary Education, Chirchiq city, Uzbekistan.
Email:
Sultonboyeva Nilufar Baxtiyor kizi
Chdpu Primary Education Faculty 1st Stage Student
Email:sultanbaevanilufar@gmail.com
Sobirova Mehribon Matnazar kizi
Chdpu Primary Education Faculty 1st Stage Student
Email:Jorabeksobirov999@gmail.com
Annotation:
In this article, the teaching of mathematical textual issues in primary education
focuses on the role of matinee issues in elementary school mathematics, methods of solving
textual issues, the scheme of working on the issue.
Keywords:
drawing, drawing, notebook, simple issues, arithmetic method, algebraic method
geometric issues, simple and complex issues.
Introduction.Textual issues occupy an important place in elementary mathematics. Relevant
plaintext issues are used when opening the available content between arithmetic operations.
Textual issues are an important tool that introduces children to mathematical relationships.
Textual issues help in the formation of a number of geometric issues, as well as in the
consideration of elements of algebra. The importance of textual issues is very important when
introducing children, for example, to the existing connections between grade, quantity, value, time,
speed and distance. Simple issues are taught and solved from the first grade.
Textual issues also perform other important tasks in elementary mathematics lessons, they will
also be a useful tool that expands logical thinking, thinking, worldview and improves skills in
children. The importance of teaching children to solve textual issues depends on the way they
work on them. The success of teaching mathematics to younger school children in solving textual
issues largely depends on the way the teacher uses it in the course of his class. It is also important
that the lesson is equipped with processinig and the use of visual weapons. Mathematics textbooks
for elementary grades are the main teaching tool, which includes the resources provided for in the
program. The textbook shows one or another methodological approach to learning something new.
Children should learn to open the book on time, to be able to easily find the pages that will be
learned in the lesson. On the pages of the textbook there are plot pictures, skillfully taught,
children will learn that these pictures in the textbook are not intended for viewing, but for
composing issues, for learning to count.
In the first grade math textbook, each page contains logical exercises, comparisons, layouts, and
generalizations. Children do them with interest. The lesson is the main link in the teaching process.
The initial meaning of the word lesson is a labor assignment that must be completed within a
certain period of time. Work on the issue begins with mastering its content. At the initial time,
when students do not yet have a reading qualification, they should be taught to listen to the text of
the issue that the teacher reads, to distinguish the important elements of the condition by making
sound. In order to better reflect on the condition of the issue after that, it is necessary for each
reader not only to listen to the text of the issue,but also to independently read the issue.
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 04 (2025)
378
Any textual issue is a description of an event (situation, process). In this context, a textual issue is
an oral model of an event (situation, process), and as with any model, a textual issue describes
only some aspects of it, mainly its quantitative characteristics, rather than the whole event as a
whole. Any textual issue consists of two parts - terms and requirements (questions). The
conditions provide information about objects and some digital information of the object, about
known and unknown values between them. The requirements for the issue are information that
needs to be found. It is represented by sentences in the form of orders or interrogations.
The work of any issue begins as follows:
1) students independently get acquainted with the condition of the issue.
2) one of the readers reads the matter out loud, he must read the text in such a way that the
condition of the matter must be clear to everyone.
3) then the students analyze the issue together.
4) they must highlight the main sentences in the matter and write a short condition for the matter.
5) they draw up a short plan for solving the issue.
6) choose the Masala model (drawing, drawing, table).
7) the solution method is selected.
8) they answer the question of the matter.
9) they check the solution.
Textual issues (either the method of solving them, or the order of actions that will be necessary
when solving the issue, or depending on similar content) are divided into the following groups:
1. By the number of actions that must be performed to solve the issue: simple and complex issues.
Issues that are performed using a single arithmetic action are called simple issues. Issue
1: the price of one kg of apples is 17,000 soums. How much does 1 kg of pears cost if 1 kg of
pears is 12,000 rubles more expensive? Issues performed using two or more arithmetic operations
are called complex issues. Issue 2. The width of the rectangle is 8/9 of its height. If it is 32 cm
wide, find the area and perimeter of the rectangle.Solving a complex problem is brought to
solving several simple problems.
2. On the compatibility of data and the number of people being searched: specific and non-
specific issues. The number of terms must correspond to the number of those given and those
sought. Then the issue has one solution, and it is called a specific issue.
Issue 3. Two book covers must cover 384 books. One of them covers five books a day and covers
160 books. How many books should a second cover artist cover a day to finish a job with the first
cover artist in one day?
If the number of conditions of the issue is insufficient, then the issue may have several solutions
and is called an indefinite issue.
Issue 4. In the warehouse there were 392 jars of cherry, raspberry and strawberry jam. Cherry jam
dishes were 3 times more than raspberry jam dishes. What will be the mass of cherry jam if each
jar contains 800 g of jam?
3. According to the plan of the issue: on action, on work, on mixture, on concentration, on
percentage, on part, on time, on trade, etc.z.
4. Solution: by methods, etc.: on the rule of three, on the loss of one unknown, on the middle
arithmetic, on percentages and parts, etc.z. When teaching mathematics in high schools, issues
can be divided into the following groups other than the above: according to the methods of
finding solutions - algorithmic, standard, heuristic; based on the condition of the issue-on making,
calculating, proving; according to the degree of Difficulty-Easy and difficult; In terms of
complexity - simple and complex; in the application of Mathematical Methods - equations,
similarities, arithmetic, algebraic, graphic, practical methods, etc. All this classification allows us
to consider mathematical problems from different sides and improve the methodology for
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 04 (2025)
379
working on them with students. There are different ways to solve textual problems: arithmetic,
algebraic, geometric, logical, practical, Tabular, combinatorial, etc.z.
We use different solving methods when solving a specific problem.
Arithmetic method. When solving a problem in an arithmetic way, various arithmetic operations
on the numbers are used when fulfilling the requirements of the problem. One issue can be solved
by different arithmetic methods.
Algebraic method. When solving a problem algebraically, it is understood to solve the solution of
a problem by condition or by forming a system (or inequality) of equations or equations. A single
issue can be solved in a variety of algebraic ways.
Geometric method. When solving a problem in a geometric way, it is understood to solve the
problem solution using geometric constructions or the properties of geometric figures. Logical
method. When solving a problem in a logical way, it is understood to solve the problem solution
using logical reasoning without performing calculations.
Practical method. means finding a response to the requirements of the issue by performing
practical actions with objects or their copies (models, layouts). The scheduling method allows you
to see the solution of the entire issue by tabulating the issue in the appropriate order.
Combined method. Allows you to get an answer to the issue solution in a simple way. The method
of trial and error (the simplest), in which the methods of solving the issue to the question of the
problem may differ, but the way to solve them is only one. For example: issues that can be solved
arithmetic. The formula s = v·t is used in the following issue. Students should know and
understand this formula.
Issue 5: The Sparrow flew 14 km in 2 hours, and the eagle flew 210 km in 3 hours. How many
times is the speed of the Eagle?
Issue condition
Sparrow: 2soat-14 km
Eagle: 3soat -210 km
How many times is the speed of the Eagle?
Solution:
14: 2=7 (km/h) – Sparrow speed;
210: 3=70 (km/h) – Eagle speed;
70: 7=10 means that the speed of the Eagle exceeds the speed of the Sparrow.
Answer: 10 times more.
Algebraic method: one of the main directions for improving the quality of teaching mathematics
is the improvement of its practical implementation. To this we can include the solution of a
textual problem and the method of equations. Indeed, solving textual problems with equations
shows the application of natural jaroyons in mathematics. Therefore, attention should be paid to
solving algebraic textual problems.
Scheme of work on the issue:
Stage 1-analysis and writing of the condition of the issue.
Draw a drawing if necessary. This stage consists of:
Observation object detection (research;
Separation of processes to be studied;
Determining the magnitudes that go into each process;
Defining the functional relation between the magnitudes, writing the formula for this relation;
Writing a schematic notation of the condition of the issue with unknown magnitudes;
Step 2-finding a solution plan. Defining basic concepts for constructing a system of equations or
equations;
Constructing a system of equations or equations;
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 04 (2025)
380
Stage 3-implementation of the plan for solving the issue.
Solving an equation or system of equations.
Research the roots (solutions) of an equation or system of equations in accordance with the
condition of the issue.
Verification and justification of the solution;
Writing the answer;
Step 4-analysis of the solution of the issue. Explanation of the solution of the issue;
Conclusion: the article extensively covers the importance and peculiarities of the process of
teaching mathematical textual issues in primary education. It was noted that textual issues play an
important role not only in the formation of students ' computational skills, but also in the
development of their logical thinking, strengthening the skills of analyzing life situations.
Through the study of textual issues, students develop the ability to real-life application of
mathematical knowledge, independent thinking, analysis, and problem solving.The basic methods
and methodology for solving textual issues were analyzed and effective work schemes were
proposed. In particular, each of the stages of understanding the condition of the issue, drawing up
a plan, solving and checking were considered in detail. These approaches serve to develop
important competencies in students, such as the formation of systematic thinking, the ability to
substantiate one's own opinion, the approach to the issue from different angles. The analysis
showed that the correct Organization of the process of teaching text issues in elementary grades is
a prerequisite for improving the mathematical literacy of students, developing skills of
independent work and creative approach.
It is also recommended to enrich them with various didactic games, graphic techniques and visual
materials to increase interest in solving textual issues.
References:
1. Umirbekov A. U. Shaabzalov Sh. Sh. Repeat the math. Tashkent. "The teacher" 1989
2.Merajova Sh.B, Merajów N.I, Kholikova M.Q "methodology for solving text problems"
3. Y.L Perelman, interesting mathematics. Stories and riddles about mathematics. Third
edition.Tashkent."East".2014
4. https://aefen. oz
5. https: / / www. ziyouz. com
