Development of thinking of younger schoolchildren in solving logic problems

Аннотация

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 +) 34 Scientific research results in pandemic conditions (COVID-19) - 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). 35 Scientific research results in pandemic conditions (COVID-19) 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 logi