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10.TA MFA RU. Office of Science, Technology and Culture. Department
of Culture.S.-46.
11.TA MFA RU. Office of Science, Technology and Culture. Department
of Culture.S.-47.
12. Balayan Yu. The Real Bazaar // Kazakhstan: Respublika newspaper
2000/20 July.
Mamadjanova Mamura Kadirjanovna, Andizhan State University, Andizhan,
Uzbekistan
DEVELOPMENT OF THINKING OF YOUNGER SCHOOLCHILDREN IN SOLVING
LOGIC PROBLEMS
Mamadjanova. M
Abstract: In the article has been analyzed development of thinking of
younger schoolchildren in solving logic problems by the helping scientific
sources.
Key words: development, young generation, solve, logic problem,
Uzbekistan.
The state educational standard of the Republic of Uzbekistan of the
second generation, realizing new requirements for the level of preparation
of primary schoolchildren and determining ways to improve them, indicates
the need for students to form such a key competency as learning.
The education of younger students of interest in mathematics, the
development of their mathematical abilities is impossible without the use of
various types of tasks in the educational process that require the student to
know various sections of the initial course of mathematics. Their solution
allows students to develop such methods of mental activity as analysis,
synthesis, analogy, generalization, abstraction, concretization and
accustoms children to a critical understanding of the results.
To implement this provision, the program of the mathematics course for
people with traditional textual tasks includes the combinatorial and logical
tasks in the first, and the qualification requirements for primary school
graduates indicate the need to formulate the following competencies:
- In the initial stage of the study of mathematics (AI);
- Be able to solve simple practical, textual and logical problems;
- Order objects by properties and build simple combinations.
- In the advanced stage of learning mathematics (AI +)
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- In simple practical situations to be able to solve combinatorial and
logical problems.
In the program of teaching mathematics according to the new state
educational standard, along with traditional arithmetic problems, logical
problems are also included [1]. The inclusion in the mathematics course of
primary classes of logical problems is explained by the fact that these tasks,
having a positive impact on the mental development of students, are, on the
one hand, an effective means of developing thinking, and on the other hand,
when solving them, they are completely unnecessary or play an auxiliary
role.
There are a large number of typologies of logical problems, and since
their diversity is practically inexhaustible, many authors divide them into
types in different ways. Depending on the content, purpose, level of
difficulty, the possibility of finding an acceptable solution, as well as taking
into account the age and psychological characteristics of younger students,
we consider it appropriate to include the following types of logical problems
in the initial course of mathematics: Tasks for the search for patterns and
classification; tasks on ordering elements of sets; the task of establishing a
mutual - one-to-one correspondence between sets; crossing tasks;
transfusion tasks; transfusion tasks; weighing tasks; proof tasks based on
the worst case scenario; proof problems based on the Dirichlet principle;
nomination and hypothesis testing problems [2].
When solving logical problems, the following steps are distinguished:
1. The selection of the source data and the desired quantities, a
description of the relationships between them, that is, the translation of the
condition into a mathematical language or the construction of a model
2. Perform actions, find the value of the expression, that is, solve the
problem within the framework of a selected mathematical model
3. Obtaining the desired quantities, translating the solutions into natural
language that is, interpreting the results.
In many logical problems, the development of a plan, a method of action
or a solution algorithm is the main goal of the solution, therefore, at the
search stage, it is necessary to develop causal relationships, build logical
chains of reasoning, choose more effective methods of solving the problem
depending on specific conditions, and also be able to set and formulate the
problem and independently create an activity algorithm.
By analyzing the situations that are described in logical tasks, students
acquire new skills: gain experience in finding and highlighting the necessary
information, master the ability to semantic read and analyze essential and
non-essential features of objects. It is in solving a logical problem that a child
can demonstrate his abilities and surprise with the ingenuity and features of
logical thinking (flexibility and criticality of the mind).
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During the search for a solution to the problem, the students form the
following universal educational actions:
-Statement and formulation of the problem;
- Identifying a causal relationship;
- The choice of an effective, in this particular task, solution;
- Building a logical chain of reasoning;
- Creation of an algorithm of activity in solving the problem.
Self-creation of an algorithm is especially important, since when solving
logical problems, the main goal is to develop a plan or method of activity.
This is especially true, because through the solution of logical problems in
the elementary course the elements of information culture are formed. They
include various ways of processing information, visual forms of its
presentation - tables, charts, graphs and many others, and this is important
for including information in the course of mathematics in elementary school.
References:
1. On the approval of state educational standards of secondary and
secondary specialized, vocational education. The resolution of the Cabinet
of Ministers of the Republic of Uzbekistan dated April 6, 2017 No. 187. lex.
uz./pages/ getpage.aspx?/ act/id =3153714
2. Mamadjanova M.K. The role of logical tasks in teaching primary
schoolchildren in mathematics // International Scientific Journal
Teoretical&Applied Sciens. Philadelphia, USA. â02(70) 2019.-P.46.
