Teaching Students to Create Independent Equations based on Solving Problems by Constructing Equations

Berdiyev Bakhodir  Ravshanovich; Shodiyev Rizamat  Davronovich

doi:10.47667/ijppr.v1i2.56

Authors

Berdiyev Bakhodir Ravshanovich Senior teacher, Department of Primary Education, Karshi State University, Uzbekistan
Shodiyev Rizamat Davronovich Professor of Pedagogical Sciences, Karshi State University, Uzbekistan

DOI:

https://doi.org/10.47667/ijppr.v1i2.56

Keywords:

Equations, Ingenuity, Unknown Values, Arithmetic, Algebra

Abstract

Nowadays, the science of mathematics is advancing rapidly. Scientists are working on new examples and issues awaiting a new solution. This article focuses on teaching students to do mathematical problems independently in elementary grades using equations. The result of the study suggest that Each teacher should stimulate students in the classroom, develop children's skills in mathematics, the ability to make equations and inequalities, and solve them independently. It allows them to solve problems independently by creating mathematics proficiency equations in upper grades.

Downloads

Download data is not yet available.

References

Durkin, K., Star, J. R., & Rittle-Johnson, B. (2017). Using comparison of multiple strategies in the mathematics classroom: Lessons learned and next steps. ZDM, 49(4), 585-597.

Gartmann, S., & Freiberg, M. (1995). Metacognition and mathematical problem solving: Helping students to ask the right questions. The Mathematics Educator, 6(1).

Heinze, A., Star, J. R., & Verschaffel, L. (2009). Flexible and adaptive use of strategies and representations in mathematics education.

Miller, P. H., & Seier, W. L. (1994). Strategy utilization deficiencies in children: when, where, and why. In H. W. Reese (Ed.), Advances in child development and behavior, Vol. 25 (pp. 107e156). New York: Academic.

Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44.

Star, J. R., & Rittle-Johnson, B. (2008). Flexibility in problem solving: The case of equation solving. Learning and instruction, 18(6), 565-579.

Veenman, M. V., Kok, R., & Blöte, A. W. (2005). The relation between intellectual and metacognitive skills in early adolescence. Instructional Science, 33(3), 193-211.

Wagner, J. F., Speer, N. M., & Rossa, B. (2007). Beyond mathematical content knowledge: A mathematician's knowledge needed for teaching an inquiry-oriented differential equations course. The Journal of Mathematical Behavior, 26(3), 247-266.