Methodology of Teaching Mathematical Concepts in Primary Grades Using Digital Tools 

University of economics and pedagogy NO.T. M 

Primary Education Programme, 4th year, part time mode of study Student of group 50-“F” , 

Isroilova Sarvinoz Maxmud qizi 

israilova174@gmail.com 

Abstract: This article highlights the importance of organizing mathematical concepts in primary grades based on digital tools and using them effectively in the teaching process. The role of digital tools in education and methodological approaches to forming and developing mathematical concepts are presented. Digital technologies contribute to the development of students’ logical thinking, facilitate the revision and reinforcement of previously covered topics, and, in particular, allow for the consistent improvement of educational effectiveness. 

Keywords: primary school mathematics education, digital technologies, interactive whiteboard, educational effectiveness. 

Introduction 

Nowadays, if we pay attention to students in the education system, we can observe a significant difference between students who studied before the widespread introduction of digital technologies and those who currently live surrounded by gadgets and smartphones. It is becoming increasingly difficult to imagine daily life without digital technologies and social networks, as they make our work easier and create various conveniences. Along with numerous advantages, digital technologies also have certain negative aspects. In the past, teachers who taught without digital technologies organized their lessons mainly based on textbooks, and students in mathematics classes mostly used counting sticks. At that time, there were almost no distracting materials, and students’ main activities were carried out using notebooks, pens, and learning tools, which ensured efficient use of time. Today, however, students spend much of their free time using various gadgets. It should be emphasized that our goal is not to criticize digital technologies, but rather to use them appropriately and purposefully. 

Research Experiment 

In this study, the aim was to determine the effectiveness of traditional and modern methods in the process of mastering mathematical examples and problems by primary school students. The research was conducted in two stages. At the first stage, examples and problems were solved using counting sticks during mathematics lessons. Simple addition and subtraction problems and practical tasks were presented to students, who used counting sticks to visually represent numbers and perform arithmetic operations.

Observations revealed that for some students the process of solving problems was slow and that their attention was easily distracted in certain cases. At the second stage, mathematics lessons were conducted using an interactive whiteboard. Animated examples, colorful geometric shapes, and moving objects were used to explain addition and subtraction operations. Students solved problems independently on the board and had the opportunity to immediately check their results.

As a result, students’ interest in the lesson increased, their activity intensified, and they began to solve examples and problems more quickly and accurately. The analysis of the obtained results showed that in lessons conducted using the interactive whiteboard, the level of mastering mathematical concepts was higher compared to lessons based on counting sticks. In particular, positive changes were observed in problem analysis, logical thinking, and independent conclusion-making skills. Based on these findings, it was concluded that the use of modern digital tools, especially interactive whiteboards, along with traditional methods in teaching mathematics in primary grades contributes to improving educational effectiveness.

Within the scope of this research, the issue of increasing the effectiveness of mastering mathematical examples and problems by primary school students was widely discussed in the fields of pedagogy and methodology. The role of traditional and modern teaching methods and their importance in forming students’ knowledge, skills, and competencies were analyzed. It was emphasized that the use of visual aids in primary school mathematics lessons plays an important role in developing students’ abstract thinking. In particular, performing addition and subtraction using counting sticks, cards, and object models contributes to forming and strengthening the concept of numbers, as noted in many studies. Traditional methods, being appropriate to students’ age characteristics, were shown to create opportunities for the conscious and visual mastering of mathematical concepts. 

Analysis and Results 

To further clarify the research results, the outcomes of lessons conducted using traditional and modern methods were analyzed using a diagram. According to the data presented in the diagram, the level of mastering examples and problems in lessons organized using traditional methods was 62 percent. In lessons where modern pedagogical methods were applied, this indicator reached 85 percent. The obtained results demonstrated that modern methods have high effectiveness in forming and strengthening students’ mathematical knowledge. At the same time, the combination of traditional visual aids with modern approaches contributed to increasing students’ cognitive activity and ensuring the conscious mastering of examples and problems. 

Conclusion 

In conclusion, the use of digital tools in teaching mathematics in primary grades significantly increases the effectiveness of the educational process. The research results show that although traditional methods play an important role in forming initial mathematical concepts, modern digital technologies enhance students’ interest, increase their activity, and contribute to the rapid and durable acquisition of knowledge.

Lessons conducted using interactive whiteboards, animations, and colorful visual tools were found to develop students’ logical thinking, analytical skills, and independent conclusion-making abilities. Diagram-based analyses confirmed that the level of mastery is higher in lessons where modern methods are applied. Therefore, combining traditional and modern methods and using digital tools purposefully and systematically in primary education is one of the key factors in improving the quality of education. 

References 

1. Abdullayeva M., Jo‘rayev R. Methodology of Primary Education. — Tashkent: O‘qituvchi, 2019. 

2. Xudoyberdiyev M. Methodology of Teaching Mathematics in Primary Grades. — Tashkent: Fan va texnologiya, 2021. 

3. Qosimova K. Pedagogical Technologies and Interactive Methods. — Tashkent: Innovatsiya, 2020. 

4. Sobirova D. Improving Educational Effectiveness Based on Digital Technologies. — Collection of Scientific Articles, 2022. 

5. ARM Electronic Library. Pedagogical and methodological electronic resources. — Online source. 

6. Karimova N. Using Modern Educational Technologies in Primary Grades. — Tashkent: Pedagogika, 2018. 

7. Rasulov Sh. Methodology of Using Information Technologies in Mathematics Lessons. — Tashkent: Fan, 2020. 8. UNESCO. Information and Communication Technologies in Education. — Paris, 2021

Winter’s Edge

raw bonito 

the chef’s knife trembles 

with last year’s debt 

a helping hand

on the slippery slopes

winter mountain

frostbites

her withered hands

warms his

waiting alone—

good company around

the winter fountain

MY CHILDHOOD

Of my world, in my childhood,  

I was the king.  

I could enjoy freely everything.  

I was the king without a crown.  

I would wander around the village or the town.  

I knew no right and wrong;

 For my pleasure I would sing any familiar song.  

I would laugh at everyone’s grief,  

As long as I wished.  I would sleep  

Wherever I wished, I would play  

In the kitchen or on the way.  

I didn’t know It was bad.  

If I was stopped, I felt sad.  

Now I am grown up and I know 

What to do and where to go.

Shafkat Aziz Hajam is a children’s poet. He writes for little children and adult children. He is the author of two children poetry books titled as The Cuckoo’s Voice and Tawheed Islamic Rhymes. He has also authored one adult poetry book titled as The Unknown Wounded Heart. His poems have appeared in international magazines and anthologies like Wheel song anthology UK based, Prodigy, digital literary magazines based in the USA, Inner Child Press International USA and translated works in a Lebanese anthology.

Human Dignity

One of the most pressing global issues today is human dignity. Whether viewed from a religious perspective or from the standpoint of science, a human being is a conscious and intellectually developed entity. The difference between humans and animals does not lie in appearance or the ability to speak. Humans possess qualities that no other living being on Earth has—wisdom, intellect, perception, thinking, and memory. From a religious point of view as well, sacred scriptures state that humans are the most perfected creation of God.

Without straying from our topic, let us reflect on how human dignity is measured today. What is human dignity? In my opinion, human dignity means that in every society individuals—people—respect one another, refrain from various conflicts, stay away from insulting words, extend a helping hand to each other selflessly, and do not use this help for personal gain.

Among the worst vices that trample on human dignity are human trafficking, the trade in human organs, the violence and aggressive acts currently being committed against innocent young girls, and the deaths of innocent people in wars caused by conflicts between states. Human dignity stands above everything else. Just as many people measure happiness with money, they also measure human worth with money—this is degradation. Human dignity is reflected in every good deed, in selfless charity, and in a sincere smile.

Never trample on your own dignity or the values of others for the sake of mere paper money! After all, all the problems in society stem from this.

5 poems from my haiCU series (haiku Cut-Up series)

 

no remorse no joke

mixed reactions die          

American bombing love  

no remorse no joke

newly mopped bar wax

chemicaled beer swag     

putting dance moves on carnage 

newly mopped bar wax   

bangtail bubblegum

arrested archives   

faux intelligentsia 

bangtail bubblegum

happy lips gob smacked

in the frozen weeds

surgical chocolate drinks 

happy lips gob smacked

homeless city bones

nighttime is brutal 

haunted by what could have been – 

homeless city bones

Poet/Author Scott C. Holstad’s newest book of poems, Surviving Immortality Again, was released in 2025 by Alien Buddha Press. His haiku, fragments, found poetry, Cut-Up works and other experiments, as well as more traditional works, have recently appeared in dadakuku, Five Fleas, Misfit, Libre, Cosmic Daffodil Journal, Synchronized Chaos, haiQu fOO, miniMAG, smols, Mad Swirl and Blood+Honey. He lives in Pennsylvania.

https://hankrules2011.com

X: @tangledscott 

IG: @scottsmusicshak 

Here Do the Ceremonies

Here do the ceremonies.
Here comes my messenger.
He is a kind of chameleon.
He has some meaning in his mad attire.
Here in this island we arrived and here –
Here is a box. I had it from the queen.
Here is a ring. I had it from the king.
Here, where you are, they are coming to perform it.
Herbwoman. Linguist. Soldieress.
Here come the clusters.
Here do the ceremonies.

This poem is from Shakespeare Okuni’s new poetry collection A Twist of Rotten Silk, available here.

PSYCHOLOGICAL ANALYSIS OF THE EMOTIONAL STATE OF CHILDREN FROM DIVORCED FAMILIES

Turon University

Department of Psychology

3rd-year Student

Nurboboyeva Dilshoda Nodir qizi

ABSTRACT

This article provides a psychological analysis of the emotional states observed in children from divorced families. During the divorce process, children often experience various emotional reactions such as grief, fear, anger, anxiety, and difficulties in social relationships. The article examines age-related differences in these reactions, including low self-esteem, changes in parental interactions, deficiencies in personal coping mechanisms, and failures in social relationships. Additionally, the study explores methods of psychological adaptation and stress management for children through parental involvement and professional psychological support. The findings indicate that appropriate psychological approaches help enhance children’s emotional stability and contribute to the formation of healthy social relationships in the future.

KEYWORDS

Divorce, children, emotional state, psychological analysis, mental health, parents, stress management.

INTRODUCTION

A stable family environment plays a crucial role in every child’s emotional and psychological development. However, the process of divorce fundamentally alters the family system and introduces significant stress and emotional difficulties into children’s lives. Research shows that children from divorced families often experience various psychological reactions, including grief, fear, anger, anxiety, and difficulties in social interactions.

These reactions vary depending on the child’s age. Younger children tend to experience anxiety and uncertainty, middle school-aged children often face social difficulties and low self-esteem, while older children may struggle with personal conflicts and stress-related behaviors. In addition, changes in parental relationships, lack of family support, and negative environmental factors significantly affect children’s psychological stability.

This article aims to psychologically analyze the emotional states of children from divorced families, identify age-specific psychological characteristics, and explore ways to improve stress management and emotional adaptation. The findings demonstrate that proper psychological approaches enhance emotional stability and support the development of healthy social relationships.

RESEARCH OBJECTIVE AND JUSTIFICATION

The main objective of this study is to conduct an in-depth psychological analysis of the emotional states experienced by children from divorced families, identifying their emotional reactions, sensitivity to stress, and social and psychological adaptation characteristics. The research seeks to determine how the divorce process affects children’s mental well-being, examine age- and gender-related differences in these effects, and identify effective directions for psychological support.

Modern psychological research indicates that family separation significantly impacts children’s psychological development, leading to increased difficulties in the following areas:

1. Emotional Uncertainty and Grief

Children from divorced families often experience heightened anxiety, grief, and feelings of loneliness due to parental conflict, tension during the divorce process, and changes in family relationships.

In younger children, these emotions primarily manifest as anxiety and sadness.

In middle school-aged children, depressive moods, low self-esteem, and loneliness are more common.

In older children, emotional struggles and internal conflicts are frequently observed.

2. Difficulties in Social Adaptation

Children may experience challenges in communicating with peers, classmates, and teachers. Family-related stress and uncertainty can cause social withdrawal or increased irritability, negatively affecting academic performance and social success.

3. Stress and Behavioral Changes

When experiencing psychological discomfort, children develop various stress-coping mechanisms, such as displaying anger, withdrawing into sadness, or engaging in attention-seeking behaviors. These behaviors directly affect psychological stability and require continuous support throughout development.

4. Age- and Gender-Specific Differences

Younger children often struggle to verbalize their emotions, leading stress and grief to manifest through behavior. Middle school-aged children commonly exhibit depressive symptoms and low self-esteem, negatively affecting school performance and social adjustment. Older children may face internal conflicts, emotional struggles, and difficulties in independent decision-making.

5. Necessity of Psychological Support

The research findings provide parents, educators, and psychologists with practical recommendations for improving children’s emotional well-being. Such support enhances emotional stability, improves social adaptation, and reduces the negative impact of divorce.

Thus, the psychological analysis of emotional states in children from divorced families holds not only scientific but also practical significance. It enables the identification of developmental challenges, analysis of age- and gender-specific characteristics, and formulation of strategies to reduce stress and emotional discomfort.

DESCRIPTION OF THE SCIENTIFIC PROBLEM AND ITS SOLUTION

In contemporary society, the increasing rate of family divorce has become a pressing social and psychological issue. Emotional changes in children from divorced families negatively affect not only their personal development but also their social adaptation. Psychological studies indicate that children’s emotional well-being is influenced by several factors:

1. Changes in Parental Relationships

Parental separation affects children’s worldview, sense of security, and trust. Some children experience heightened anxiety and depression, while others develop emotional withdrawal.

2. Emotional and Psychological Stress

Divorce serves as a major source of stress for children. The duration and intensity of stress depend on the child’s age, gender, and the circumstances of the divorce.

3. Social and School Environment Challenges

Children may face difficulties interacting with classmates, withdraw socially, or become passive. In some cases, anger and aggressive behavior emerge, negatively affecting social integration.

4. Decreased Psychological Resilience

Divorce negatively influences children’s emotional responses, behavior regulation, and stress tolerance, potentially leading to long-term consequences for mental health and personal development.

A key scientific problem lies in the lack of systematic and evidence-based approaches to analyzing the emotional states of children from divorced families. Many existing studies are limited to individual cases or lack statistical generalization, highlighting the need for comprehensive and in-depth psychological analysis.

WAYS TO ADDRESS THE SCIENTIFIC PROBLEM

1. Psychological Assessment and Monitoring

Specialized tests, observational methods, and interviews are used to assess children’s emotional states, including stress, grief, anger, anxiety, and social adaptation. Diagnostic approaches are tailored to age and gender differences.

2. Consideration of Age and Individual Characteristics

Children respond emotionally in different ways depending on their developmental stage. Younger children may not understand divorce and experience intense anxiety, while older children may feel loneliness or emotional isolation. This approach is essential for individualized psychological support.

3. Development of Social and Psychological Support Programs

Based on research findings, individual and group counseling sessions, psychological training, and therapy programs can be implemented to enhance emotional stability, self-regulation, and social adaptation.

4. Recommendations for Parents and Educators

Parents and educators should better understand children’s emotional states and apply supportive strategies such as regular communication, emotional support, positive reinforcement, and stress-reducing activities.

5. Generalization of Scientific and Practical Findings

Research outcomes can be used to develop academic articles, methodological guidelines, and practical recommendations, systematizing psychological approaches for working with children from divorced families.

Studying the emotional states of children from divorced families and establishing psychological support systems is a crucial scientific and practical task. The results contribute to improving emotional resilience, reducing stress, enhancing social adaptation, and mitigating the negative impact of family separation.

CONCLUSION

Psychological analysis of the emotional states of children from divorced families is a highly relevant and important issue. Family separation significantly affects children’s emotional and psychological development. Research indicates that children from divorced families frequently experience anxiety, grief, anger, and emotional withdrawal, and in some cases exhibit social aggression.

Age and individual characteristics play a critical role in this process. Younger children may experience greater stress due to limited understanding of divorce, while older children often face loneliness, emotional isolation, and academic difficulties. Therefore, psychological interventions must be tailored to individual needs.

The findings show that psychological training, group activities, and individual counseling are effective in supporting children, while parental and educator involvement significantly enhances emotional stability. This study holds both scientific and practical value, offering a systematic framework for psychological support and intervention.

Overall, the research highlights the importance of analyzing emotional states, providing targeted support, and developing appropriate psychological programs to ensure healthy emotional and social development. It contributes to reducing the negative psychological effects of divorce, improving stress management, and promoting social adaptation in children from divorced families.

REFERENCES

Ahmadaliev, S. (2018). Child Psychology and Family Influence. Tashkent: Fan va Tekhnika.

Boboev, R. (2016). Family Divorce and Emotional Development of Children. Tashkent: Yoshlar Publishing House.

Kaplan, H., Sadock, B. (2012). Psychiatry and Psychology. Moscow: Mir.

Petrova, E. V. (2015). Children in Divorce: Psychological Consequences. Saint Petersburg: Piter.

Amato, P. R. (2000). The consequences of divorce for adults and children. Journal of Marriage and Family, 62(4), 1269–1287.

Kelly, J. B., Emery, R. E. (2003). Children’s adjustment following divorce: Risk and resilience perspectives. Family Relations, 52(4), 352–362.

Sun, Y., Li, Y. (2009). Effects of family structure and parental involvement on children’s well-being. Social Indicators Research, 94(1), 105–120.

Cherlin, A. J. (2009). The Marriage-Go-Round: The State of Marriage and the Family in America Today. New York: Alfred A. Knopf.

Mamedova, G. (2017). Psychological Support for Children from Single-Parent Families. Baku: Elm.

Johnson, R. (2010). Children of Divorced Families: Emotional and Social Adjustment. London: Routledge.