INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
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THE INFLUENCE OF INFORMATION AND COMMUNICATION TECHNOLOGIES
ON MATHEMATICS INSTRUCTION IN PRIMARY SCHOOLS
Maftuna Sagdatdinova
2nd year student, Faculty of Primary Education,
Nukus State Pedagogical Institute
Abstract:
The article discusses ways to improve the effectiveness of mathematics teaching in
elementary grades based on the resources that students can learn from. At the same time, the
effective use of several methods is shown as an example.
Key words:
method, discussion, explanation, induction, deduction, analogy, analysis, synthesis,
comparison, problematic, explanatory, illustrative, reproductive.
INTRODUCTION
Rapid and rapid development of science, technology and production sectors, raising the quality of
education in all educational institutions to a new level in terms of content, especially improving
the quality of primary education, educational standards , the issues of wide introduction of
advanced pedagogical and information and communication technologies demand urgency. This,
in turn, imposes higher responsibilities and duties on primary school teachers.
LITERATURE REVIEW
It is known that the issue of teaching methods, their systematic enrichment and renewal is one of
the most important aspects in achieving high results in teaching and the education system in
general. Learning and teaching methods are methods of joint activity of the teacher and students,
with the help of which new knowledge, skills and abilities are gained. The ability and thinking of
teachers will develop. Therefore, enriched teaching methods based on the advanced achievements
of modern science and technology and information technologies are of great importance in
increasing the effectiveness of education.
Teaching methods involve organizing, encouraging and controlling the joint activities of teachers
and students. Therefore, they are divided into three groups:
- methods of organizing educational activities;
- methods of stimulating educational activities;
- methods of controlling the effectiveness of educational activities.
RESEARCH METHODOLOGY AND EMPIRICAL ANALYSIS
In today’s digital era, the fusion of technology with education has become not only a trend but a
necessity. Mathematics, often considered a subject that demands abstract reasoning and
structured logic, benefits substantially from the visual and interactive affordances of ICT. At the
primary school level, where learners are forming their earliest conceptual understanding of
numbers, patterns, and problem-solving, the use of ICT enhances both instructional delivery and
student outcomes. The question is no longer whether to integrate ICT in teaching mathematics
but how effectively it can be implemented to foster meaningful learning.
Children in primary grades are naturally curious and responsive to colorful, animated, and
interactive content. ICT-based lessons capture their attention better than conventional chalk-and-
talk methods. Digital games, for instance, can turn mundane arithmetic drills into exciting
challenges.
Many digital platforms allow teachers to assign differentiated tasks based on students’
performance levels. This individualization helps struggling students catch up while allowing
advanced learners to move ahead at their own pace.
Examples of ICT Tools Used in Primary Mathematics
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ICT Tool
Application in Math Instruction
Learning Outcome
Interactive
Whiteboards
Dynamic presentation of math problems
and visual demonstrations
Increased engagement and
visual learning
Math
Learning
Apps
Gamified
problem-solving
(e.g.,
Prodigy, Khan Academy Kids)
Reinforcement
of
skills
through practice
Virtual
Manipulatives
Digital counters, base-ten blocks,
fraction bars
Conceptual
clarity
in
arithmetic and fractions
Video Lessons &
Tutorials
Animated
explanations
of
math
procedures
Accessible
support
for
diverse learners
Google Classroom /
LMS
Task
assignment,
digital
quizzes,
collaborative problem solving
Blended
learning
and
formative assessment
Methods of organizing educational activities are divided into several groups, these are:
1. According to the sources from which students learn: oral, instructional, practical methods.
2. According to the direction of the student's thinking: induction, deduction, analogy.
3. The level of pedagogical influence management, according to the level of independence in
students' studies: the method of educational work performed under the leadership of the teacher
and the method of independent years of students.
4. According to the level of students' independent activities: explanatory-illustrative, re-
productive, enigmatic presentation of knowledge, partial search and research method.
Now let's analyze separately the group divided by the sources from which students get knowledge.
It is known from the above that these consisted of oral, instructional and practical methods.
Verbal methods provide the most amount of information in a short period of time, put puzzles in
front of students, help them find ways to solve them, and generally develop the student's ability to
work verbally. These methods create unique conditions for the development of students' thinking.
If we consider them separately, that is, oral methods:
Explanation.
The method of explaining knowledge consists in the fact that the teacher explains
the material, and the students receive the knowledge ready. The description of the educational
material should be clear, understandable and short. The method of explanation is used to
introduce theoretical materials in the form of information, to give instructions to students on the
use of educational tools.
It is necessary to explain a number of problems of the elementary mathematics course by the
method of oral explanation. Modern information technologies and special gadgets can also be
rationally used in the oral explanation method, which can greatly help students imagine and
understand mathematical figures.
Conversation.
One of the most common and leading teaching methods, it can be used at different
stages of the lesson, for different purposes, that is, it can be used to explain, reinforce, repeat new
material, check homework assignments, and independent work. possible
The story.
The teacher can explain knowledge in the form of a story (tale). It is mainly used to
provide information about the development of the history of mathematics, the development of
measurement systems, and other information related to the history of mathematics.
Practical methods.
Methods related to the process of formation and improvement of
qualifications and skills are practical methods. It can include written and oral exercises, practical
laboratory work, and some types of independent work. Exercises are mainly used as a method of
strengthening and applying knowledge.
CONCLUSION
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Based on the experience of organizing mathematics lessons in elementary grades based on
modern pedagogical technologies and on the basis of our research, we offer the following in this
direction:
- the teacher should have basic knowledge of modern pedagogical and information technologies,
and should constantly work on himself methodically in this field;
- using didactic games that are close to each other in content in each lesson, adding some new
elements, paying attention to the correct interpretation of the conditions of didactic games.
LIST OF REFERENCES:
1. Abdullaeva H.A., Bikboeva N.U. and others. Concept of primary education. - T.: "Primary
Education", 2018.
2. Gafarova T. Modern pedagogical technologies in primary education. - T.: "Thought", 2011.
3. Akhmedova N., Inoyatova M., Matnazarova K. Ways to solve problems in primary education.
Methodological recommendations. - T.: library.ziyonet.uz/ru/book/download/16233, 2015.
