Mathematical game where. Mathematical game "what, where, when". Game "Find the extra picture"
PRACTICAL PART
Did Activity games for the development of elementary mathematical concepts
Here is a selection of games that will help develop memory, attention, and imagination of children of primary preschool age.
Games for fixing geometric shapes.
Guidelines: games are intended for children of primary preschool age. They can be used in the morning for both individual work and independent activity of children.
1. "Domino"
Goal: to teach children to find one specific figure among many and name it. The game reinforces knowledge about geometric shapes.
Stimulus material: 28 cards, each half depicts one or another geometric figure (circle, square, triangle, rectangle, oval, polygon). The “take” cards depict two identical figures; the seventh “double” consists of two empty halves.
The cards are laid out face down on the table. After explaining the rules to the child, the game begins by laying out the “double-blank” card. As in a regular domino, in one move the child selects and places one required card at either end of the “track” and names the figure. If the player does not have the required figure on the card, he looks for a picture with this figure from the total number of cards. If the child does not name the piece, he does not have the right to make another move. The winner is the one who gets rid of the cards first
2. "Unravel the confusion"
Goal: to teach children to freely use objects for their intended purpose.
Material: toys, differently designed, that can be grouped (dolls, animals, cars, feasts, balls, etc.).
All toys are placed on the table in a certain order. The child turns away, and the leader changes the location of the toys. The child must notice the confusion, remember how it was before, and restore the previous order.
First, for example, swap a blue cube with a red one. Then complicate the task: put the doll to sleep under the bed, cover the ball with a blanket. Once a child gets the hang of it, he can create confusion himself, inventing the most incredible situations.
3. “Pick a Pair”
Goal: to teach children to compare objects by shape, size, color, purpose.
Material: geometric shapes or thematic selections of images of different objects that can be combined in pairs (apples of different colors, large and small, baskets of different sizes or houses of different sizes and the same bears, dolls and clothes, cars, houses, etc.). d.).
Depending on what kind of stimulus material you have, the child is presented with a problem: help the doll get dressed, help him harvest, etc.
Toys thank the child for a well-chosen pair
4. “Help Fedora”
Goal: to form and develop color vision in children. Teach them to correlate the colors of dissimilar objects.
Stimulus material: cards with images of cups and handles of different colors.
“Guys, poor Grandma Fedora’s cups were all broken in her house. Their handles broke off, and now she won’t be able to drink her favorite tea with raspberry jam from them. Let's help Grandma Fedora glue her cups. But to do this, you need to carefully look at these cards with pictures of cups and find pens that match the color.” If a child finds it difficult to complete this task, show him how to look for paired cards. Then they complete this task independently.
5. “Find objects of similar color”
Goal: to train the child in matching objects by color and generalizing them based on color.
Stimulus material: various postal items, toys of five shades of each color (cup, saucer, threads; clothes for dolls: dress, shoes, skirt; toys: flag, bear, ball, etc.).
Toys are placed on two tables placed side by side. The child is given an object or toy. He must independently select all the shades of this color for the color of his toy, compare them and try to name the color.
6. “Find an object of the same shape”
Goal: to teach the child to identify specific objects from the environment by shape, using geometric patterns.
Stimulus material: geometric shapes (circle, square, oval, triangle, rectangle), round-shaped objects (balls, balls, buttons), square-shaped objects (cubes, scarf, cards), triangular-shaped objects (building material, flag, book) , oval shape (egg, cucumber).
Arrange geometric shapes and objects into two piles. The child is asked to carefully examine the object. Then we show the child a figure (it’s good if the child names it) and ask him to find an object of the same shape. If he makes a mistake, invite the child to first trace the figure with his finger, and then the object.
7. "Magic Circles"
Goal: to continue teaching the child to identify specific objects by shape.
Stimulus material: a sheet of paper with circles of the same size drawn on it (ten circles in total).
“Let's look carefully at this sheet. What do you see on it? What figure is drawn on a piece of paper? Now close your eyes and imagine a circle.”
8. “Lay out the ornament”
Goal: to teach the child to identify the spatial arrangement of geometric shapes, to reproduce exactly the same arrangement when laying out an ornament.
Stimulus material: 5 geometric figures cut out of colored paper, 5 each (25 pieces in total), cards with ornaments.
“Look at the ornaments in front of us. Think and name the figures you see here. Now try to lay out the same ornament from the cut out geometric shapes.”
Then the next card is offered. The task remains the same. The game is over when the child has laid out all the ornaments shown on the card.
9. "Game with circles"
Goal: to teach children to denote in words the relationships of objects by size (“largest”, “smaller”, “more”).
Stimulus material: three circles (drawn and cut out of paper) of different sizes.
It is suggested that you look carefully at the circles, lay them out in front of you, and trace them on paper along the contour. Next, the child is asked to compare 2 circles, then the other 2 circles. Try to have your child name the size of all three circles.
10. "Balls"
Goal: to develop and consolidate the ability to establish relationships between elements in size (larger - smaller, thicker, longer, shorter).
Stimulus material: a set of five sticks, evenly decreasing in length and width, a set of five circles, which are also evenly decreasing in accordance with the sticks.
“Let's see what happens. On the street, kind grandfather Fedot was selling balloons. How beautiful they are! Everyone liked it. But suddenly, out of nowhere, a wind rose up, so strong that all of Grandfather Fedot’s balls came off their sticks and scattered in all directions. For a whole week, kind neighbors brought back the balls they found. But here's the problem! Grandfather Fedot cannot understand which stick was attached to which ball. Let's help him! "
First, together with the child, chopsticks are laid out on the table in size from the longest and thickest to the shortest and thinnest. Then, using the same method, the “balls” are laid out - from largest to smallest.
12. "Smart Guest"
Goal: to develop the ability to examine the shape of objects, give and understand their complex description.
Stimulus material: children's plastic dishes, bag.
The toys are examined by the participants and then put into a bag. The child sits with his back to the players. They take turns coming up to him, tapping him on the shoulder and saying: “Anya needs something like this, but I won’t tell you what it’s called, but I’ll explain to you what it is... (And then follows a description of the object. For example, a cup: “round, with convex sides, low, narrow at the bottom, wider at the top, and a handle at the side”).
When the child finds the desired object by touch, he takes it out of the bag; Next, it is assessed whether the task was completed correctly.
13. "Merry Man"
Goal: to develop in children the ability to divide a certain figure into elements (geometric figures) and, conversely, from individual elements corresponding to geometric patterns, to compose objects of a certain given shape.
Stimulus material: geometric shapes (1 triangle, 1 semicircle, 1 rectangle, 2 ovals, 4 narrow rectangles, drawing of a “Jolly Man”).
“Today a cheerful little man came to visit us. Look how funny he is! Let’s try to make the same little man out of the geometric figures that lie on the table.”
14. "Sticks"
Goal: To teach children the sequential arrangement of elements of different sizes.
Stimulus material: 10 sticks (wooden or cardboard) of different lengths (from 2 to 20 cm). Each subsequent stick differs in size by 2 cm from the previous one. To complete this task correctly, each time you need to take the longest strip of those that you see in front of you. We use this rule and lay out the sticks in a row. But if a mistake is made at least once, be it rearranging elements or trying on sticks, the game ends.
15. “Find a house”
Goal: to form a targeted visual perception of the form.
Stimulus material: two sets of geometric figures, six figures in each set. Three of these
figures (square, circle, triangle) are basic, and the other three (trapezoid, oval, rhombus) are additional. Additional figures are necessary to distinguish and correctly select the main figures. You also need outline images of each figure on separate cards (the outlines can be cut out to make “do-miki windows”). Each set of stimulus material includes six to eight cards with the outlines of each figure. Cards can be painted in different colors.
Children are shown three basic shapes (circle, square, triangle). Then a card with an image of one figure (for example, a triangle) is shown. “What kind of figure do you think lives in this house? Let’s think together and “place” the right figure here. Now, guys, let's all play together. You see, there are different figures on two tables (two children are called). Here are the cards for you. What figures live in these houses? After the task is completed, two more identical cards are given. If the child finds it difficult to complete the task, he is asked to trace the “frame” of the figure with his finger, then draw its outline in the air, which will make it easier to reproduce the shape.
16. “Show me the same”
Goal: to teach the child to build an image of an object of a given size.
Stimulus material: geometric shapes (square, circle, triangle, oval, hexagon) of different sizes. The number of sets of geometric shapes depends on the number of children. The set requires 3-4 variants of each figure. “I have the same figures. I show you a figure, and you must find the same one in your set. Be very careful!”
After the children find and show a figure, the presenter “fits” their choice to his figure. If the child is convinced of a mistake, he is allowed to correct it himself by replacing the selected figure with another.
17. “What did the doll bring us?”
Goal: to teach the child to determine the shape of an object by touch and name it.
Stimulus material: a doll, a bag, all kinds of small toys, which should be noticeably different from each other and depict objects familiar to children (cars, cubes, toy dishes, animal toys, balls, etc.). It is advisable to thread an elastic band into the bag so that the child cannot look into it when looking for a toy.
"Guys! Today the doll Masha came to visit us. She brought toys for us. Do you want to know what the doll brought us? You need to take turns approaching the bag, but not look into it, but only choose a gift with your hands, then say what you chose, and only after that take it out of the bag and show it to everyone.”
After all the toys are pulled out of the bag, the game is repeated again. All the toys are returned and the children again take turns getting toys for themselves.
18. "Funny Balls"
Goal: to develop ideas about shape and color.
Stimulus material: drawing of balls (10-12 pieces) of oval and round shape, a flag.
“Look at the drawing. So many balls! Color the round balls blue, and the oval balls red. Draw strings for the balls so that they don’t fly away from the wind, and “tie them to the flag.”
19. “Find the shapes”
Goal: to develop visual perception of geometric shapes.
Stimulus material: drawings of geometric shapes.
“Look at these drawings. Find geometric shapes. Whoever finds the most pieces, and, most importantly, faster, wins.
Games for orientation in space and time for orientation on a sheet of paper.
20. “Where is it?”
Goal: to form spatial orientation on a sheet of paper.
Stimulus material: a white sheet of paper on which geometric shapes (oval, square, rectangle, triangle) of different colors are depicted. Geometric shapes can be replaced with various images of animals (bear, fox, hare, cow), modes of transport (ship, airplane, car, KAMAZ), toys, etc. The figures are located in the corners, a circle is drawn in the middle.
“Look carefully at the drawing and tell me where is the circle drawn?, oval?, square?, triangle?, rectangle?
Show me what is drawn to the right of the circle?, to the left of the circle?
What is shown in the upper right corner?, in the lower left corner?
What is drawn above the circle?, below the circle?
21. "Left - Right"
Goal: to teach children to navigate in space, in their own body.
“Guys, listen carefully to the poem:
V. Berestov
A student stood at a fork in the road
Where is the right
Where is the left?
He couldn't understand.
But suddenly the student
Scratched my head
With the same hand
To whom he wrote,
And he threw the ball
And I flipped through the pages,
And he held the spoon
And he swept the floors.
"Victory!" - rang out
A jubilant cry.
Where is the right
Where is the left?
The student found out!
How did the student know where the right is and where the left is? Which hand did the student scratch his head with? Show me, where is your right hand? Left hand?
22. "Bunny"
Goal: to teach children to navigate in space, in their own body. Children, listening to the poem, do the following exercises:
Bunny, bunny - white side,
Where do you live, our friend?
Along the path, along the edge,
If we go to the left,
This is where my home is.
Stomp your right foot
Stomp your left foot
Again with the right foot,
Again with the left foot. * * *
Gray bunny sitting
And he wiggles his ears,
It's cold for the bunny to sit
Need to warm up your paws:
Paws up
Paws down
Get up on your toes!
We put our paws on the side,
On the socks
Skok - skok - skok.
And now squat down,
So that your paws don't freeze!
23. “Where?”
Goal: to teach how to navigate in space.
Stimulus material: on a white sheet of paper there is an image of cars and trees (Fig. 11).
“Look carefully at the drawing. Show me which cars go to the right and which ones go to the left? Look closely at the trees. Which way do you think the wind is blowing?
24. “What happened?”
Goal: to develop the skill of spatial orientation on a sheet of paper, counting cells and lines.
“Move back from the top of the sheet into a cell four cells down and from the left edge of the sheet - three cells to the right, put a dot in the corner of the cell. I will tell you how to draw the lines, and you listen carefully and draw as I dictate.
For example: one cell to the right, one cell down, one cell to the left, one cell up.
What happened? The result is a square. This is the easiest and simplest task. Let's play on. You will have more difficult tasks, and if you are careful and do not make mistakes in completing my tasks, then you will get the drawing that I had in mind.
For example: one cell down, one cell right, two cells down, one right, one down, one right, one up, one cell right, two up, one right, one up, one right , one - down, one - to the right, two - down, one - to the right, one - down, one to the right, one - up, one - to the right, two - up, one - to the right, one - up.”
Chapter 2 Possibilities of using mathematical games for the development of logical thinking
2.1 The concept of a mathematical game and its psychological and pedagogical foundations
The concept of a mathematical game is complex. There are no strict definitions of this concept; different authors understand it differently. I consider the most appropriate definition proposed by E.A. Dyshnisky: Mathematical games are games in the form of a variety of tasks and exercises of an entertaining nature that require resourcefulness, originality of thinking, ingenuity, and the ability to critically evaluate conditions and pose a question. Mathematical games include either games that deal with shapes, numbers, and the like, or games whose outcome can be predetermined by theoretical analysis.
A mathematical game is one of the forms of extracurricular work in mathematics. It is used in the system of extracurricular activities to develop children's interest in the subject, acquire new knowledge, abilities, skills, and deepen existing knowledge. Play, along with learning and work, is one of the main types of human activity, an amazing phenomenon of our existence.
What is meant by the word game? The term “game” has many meanings; in widespread use, the boundaries between play and non-game are extremely blurred. As D.B. rightly emphasized. Elkonin and S.A. Shkakov, the words “game” and “play” are used in a variety of senses: entertainment, performance of a piece of music or roles in a play. The leading function of the game is relaxation and entertainment. This property is what distinguishes a game from a non-game.
Russian psychologist A.N. Leontyev considers play to be the leading type of child activity, with the development of which the main changes in the children’s psyche occur, preparing the transition to a new, highest degree of their development. Having fun and playing, the child finds himself and becomes aware of himself as an individual.
The game, in particular the mathematical one, is unusually informative and “tells” a lot about the child himself. It helps the child find himself in a group of comrades, in the whole society, in humanity, in the universe.
In pedagogy, games include a wide variety of activities and forms of children’s activities. A game is an activity that, firstly, is subjectively significant, enjoyable, independent and voluntary, secondly, it has an analogue in reality, but is distinguished by its non-utilitarian and literal reproduction, thirdly, it arises spontaneously or is created artificially for development any functions or qualities of a person, consolidating achievements or relieving tension.
A.S. Makarenko believed that “games should constantly replenish knowledge, be a means of comprehensive development of the child, his abilities, evoke positive emotions, and enrich the life of the children’s group with interesting content.”
The following definition of game can be given. A game is an activity that imitates real life, has clear rules and a limited duration. But, despite the differences in approaches to defining the essence of a game and its purpose, all researchers agree on one thing: a game, including a mathematical one, is a way of developing a person and enriching his life experience. Therefore, the game is used as a means, form and method of teaching and education.
There are many classifications and types of games. If we classify the game by subject area, we can single out a mathematical game. A mathematical game in the field of activity is, first of all, an intellectual game, that is, a game where success is achieved mainly due to a person’s thinking abilities, his mind, and his knowledge in mathematics.
A mathematical game helps to consolidate and expand the knowledge, skills and abilities provided for in the school curriculum.
In modern school, a mathematical game is used in the following cases: as an independent technology * for mastering a concept, topic or even a section of an academic subject; as an element of a broader technology; as a lesson or part of it; as a technology for extracurricular activities.
A mathematical game included in a lesson, and simply playful activities during the learning process, have a noticeable impact on the activities of students. The gaming motive is for them a real reinforcement of the cognitive motive, helps to create additional conditions for the active mental activity of students, increases concentration, perseverance, performance, and creates additional conditions for the emergence of the joy of success, satisfaction, and a sense of teamwork.
A mathematical game, and any game in the educational process, has characteristic features. On the one hand, the conditional nature of the game, the presence of a plot or conditions, the presence of objects and actions used with the help of which the game problem is solved. On the other hand, freedom of choice, improvisation in external and internal activities allow game participants to receive new information, new knowledge, and be enriched with new sensory experiences and experiences of mental and practical activity. Through the game, the real feelings and thoughts of the game participants, their positive attitude, real actions, creativity, it is possible to successfully solve educational problems, namely, the formation of positive motivation in educational activities, a sense of success, interest, activity, the need for communication, the desire to achieve the best results, surpass yourself, improve your skills.
There are a lot of math games. In my work I will consider only a few. Namely, “games on paper”. Any of these games is not just fun. This is a whole storehouse of new information and useful skills, a simulator that teaches you to think and reason.
From my point of view, it is advisable to start by considering a seemingly simple game (which is known to almost everyone) - tic-tac-toe. Although the rules of the game are quite simple, this does not mean that the game itself is elementary. Tic-tac-toe can be played as a warm-up in class. But to analyze it you will need several lessons.
From my point of view, the most effective for developing logical thinking are guessing games. The desire to solve various riddles and secrets is characteristic of a person at any age. Children's passion for games and “guessing” puzzles sometimes awakens in schoolchildren the desire to devote themselves entirely to mathematics, physics, and biology in order to “guess” more serious, scientific riddles and problems. The best guessers end up creating mathematical theories, deciphering ancient papyri, or discovering new laws of nature. Undoubtedly, guessing games develop a person’s creative abilities, his logical thinking, teach him to pose important questions and find answers to them.
All guessing games are in many ways similar to each other - one player makes a guess, conceives or arranges something, and the other, by asking certain questions and receiving answers to them, must find the solution and identify the intended object. In this chapter, I will look at three guessing games that contain specific mathematical and logical elements. In the game "bulls and cows" you need to guess the number, in the "guess the word" you need to identify the word, and in the game "sea battle" you need to discover the location of the ships. In all three question-and-answer games, the guesser at each turn extracts some information about the intended object and, after a series of questions, guesses it (that is, finds the intended number, word, or location of ships). The goal of the game is to identify the object by asking as few questions as possible. The riddler and the guesser change roles, and the winner is determined by the totality of meetings.
Each game usually does not take much time, but if you analyze these games and look for winning strategies, it can take several sessions.
Below is the development of an elective course for high school.
I propose the following thematic planning. Dedicate:
Tic Tac Toe - 2 hours;
Sea battle - 3 hours;
Guess the word - 2 hours;
Bulls and cows - 3 hours;
Reserve - 2 hours.
This is approximate planning; depending on the speed at which students understand the proposed games, the proposed number of hours can be increased or decreased.
This elective does not require any special knowledge and promotes the development of logical thinking in a fun way.
2.2 Tic Tac Toe (2h)
The teacher explains the rules of the game and some aspects of the game: So, the simplest game is tic-tac-toe on a 3x3 board. Even such a simple example can illustrate many important concepts in mathematical game theory. The game "3 in a row" belongs to the category of finite, exhaustive, two-person strategy games. At the beginning of the lesson, schoolchildren need to explain the rules of the game: partners take turns placing crosses and toes on the fields of the square (board), and the one who is the first to line up three of their signs in a row wins. The game lasts no more than nine moves. If none of the players manages to achieve the goal, the game ends in a draw.
Now let's play. Divide into pairs and start the game (3 - 4 minutes). After several games we will analyze the game.
The teacher invites the schoolchildren to analyze the games; to do this, they consider how to create a search tree. By moving from tic-tac-toe to a search tree, students learn abstraction and analysis. During the reverse operation (“from tree to batch”), specification is developed.
Teacher: When composing a tree, we will use vertices (points) to designate the “positions” that arise during the game (locations of crosses and toes). Let the crosses begin. Let's connect the initial vertex (empty board) with those nine that correspond to the first move of crosses. We connect each of them with eight vertices corresponding to the moves of zeros, etc. As a result, we get a game tree (search tree) [Appendix 1]. The initial vertex is the root of the tree, the maximum branch length (search depth) in this case is nine.
Having examined part of the search tree, with the help of questions, the teacher leads the students to the idea that it is necessary to identify groups of games that differ from each other in some way, for example, in the first occupied cell.
Children, analyzing the games played, come to the conclusion: Crosses have three fundamental principles - to occupy a corner, center or side cell of the board.
Picture 1
The teacher asks questions so that the children analyze what will happen if the crosses do not take the central place as the first move:
Teacher: Let the crosses make the move a1. What possible moves do the zeroes have?
Student: Of the eight possible answers, the only correct answer for zeros is to move to the center of the board. After this, a draw is achieved without difficulty (a1 Figure 1)
Teacher: Let's assume that the zeros played differently: a1 was answered by b1. Then the move of crosses a3 follows. What should be the move of the zeros?
Student: The only answer is zeros a2.
Teacher: What does the move c3 decide? What will be the next move of the zeroes and how will the pariah end?
Student: This game ends with a fork, that is, with a double threat b2 or b3 (Figure 1a). On the next move, the crosses place the third sign and win.
Teacher: You will do the analysis of the central and lateral cells at home.
Now the teacher offers only one field to a regular 3x3 board - d1 (Figure 1b): How does the game end in this case?
While playing, students quickly come to the conclusion: On such a board, crosses quickly win. The move c1 decides. If the zeros do not play b2, then, as we know, they lose on a regular 3x3 board (this will work without an additional field). If they occupy square b2, then after b1 the next move of crosses to a1 or d1 is inevitable (Figure 1b).
The teacher emphasizes: There is a board of 10 fields on which the crosses always win. And what will happen on a board of seven cells, which is two rows of 4H1, intersecting in one of their inner cells (Figure 1c)?
Once again, the children play and come to the conclusion: Winning is achieved already on the third move. The first cross is placed at the intersection of the rows, the second - on one of the adjacent internal fields, after which the zeros are defenseless. It is not difficult to verify that, whatever the board with the number of cells less than seven, the result of the game will be a draw.
Teacher: Let's go back to tic-tac-toe on the board 3x3. It seems funny, but you can play giveaway on it! The one who is the first to display a row of three of his signs is considered a loser. Let's play giveaway and analyze the game.
Schoolchildren play, and then compare the usual game 3x3 and giveaway, and come to the conclusion: Unlike the “direct” game, in the “reverse” game the initiative belongs to the zeros. However, the crosses have a reliable draw strategy - on the first move they must take the center and then symmetrically repeat the partner’s moves.
Teacher: Let's look at a new type of game. The following version of tic-tac-toe demonstrates that even such a small board as 3x3 can serve as an inexhaustible source for game inventors. The only difference from the usual rules is that each player, during his move, can optionally place either a cross or a zero. The winner is the one who is the first to complete a row of three identical signs, no matter which ones. In a normal game, and even in giveaways, if the partners do not make serious mistakes, the game ends in a draw. Who will win in this option? thinking junior schoolchildren Abstract >> Pedagogy
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DIDACTIC GAMES IN TEACHING CHILDREN THE BASICS OF MATHEMATICS
abilities
The relevance of the topic is due to the fact that preschool children show spontaneous interest in mathematical categories: quantity, form, time, space, which help them better navigate things and situations, organize and connect them with each other, contribute to the formation of concepts.
Mathematics has a unique developmental effect. “It puts the mind in order,” that is, it best shapes the methods of mental activity and the qualities of the mind, but not only. Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, and creative potential of the individual. “ Mathematician“plans his activities better, predicts the situation, expresses his thoughts more consistently and accurately, and is better able to justify your position.
We must remember that mathematics- one of the most difficult academic subjects. Testing their knowledge showed that children rarely answered questions in class, their attention and memory were poorly developed, they made mistakes in counting, they could not navigate time, and many incorrectly named geometric figures.
Maximum effect when studying mathematics can be achieved using didactic games, entertaining exercises, tasks, entertainment. At the same time, the role is simple and at the same time fun math material determined taking into account age capabilities children and tasks of comprehensive development and education: to activate mental activity, to interest mathematical material, captivate and entertain children, develop the mind, expand, deepen mathematical representations, consolidate acquired knowledge and skills, practice applying them in other activities.
In the first days of the school year in the middle group, it is advisable to conduct didactic games, which children played in the younger group in order to consolidate knowledge and skills children and repetitions on elementary mathematical representations of what was covered in the younger group.
Didactic games for the formation of mathematical skills representations are conditionally divided into the following groups:
Games with numbers and numbers
Games time travel
Games for orientation in space
Games with geometric shapes
Games for logical thinking
The first group of games includes teaching children counting forward and backward. Using a fairy tale, children become familiar with the formation of all numbers within 10 by comparing equal and unequal groups of objects. Two groups of objects are compared, located either on the lower or on the upper strip of the counting ruler. This is done so that children there was no misconception that the larger number is always on the top band and the smaller number is always on the bottom.
Playing these educational games like“Which number is missing?”, “How much?”, “Confusion?”, “Correct the mistake”, “Removing the numbers”, “Name the neighbors”, children learn to freely operate with numbers within 10 and accompany their actions with words.
Didactic games, such as “Think of a number”, “Number what’s your name?”, “Make a sign”, “Make a number”, “Who will be the first to name which toy is missing?” and many others are used in classes in free time, in order to develop children attention, memory, thinking.
Second group math games(games- time travel) serves for dating children with days of the week. It is explained that each day of the week has its own name. In order for children to better remember the names of the days of the week, they are indicated by circles of different colors. Observation is carried out for several weeks, indicating each day with circles. This is done specifically so that children can independently conclude that the sequence of days of the week is unchanged. Children are told that the names of the days of the week indicate which day of the week it is: Monday is the first day after the end of the week, Tuesday is the second day, Wednesday is the middle of the week, Thursday is the fourth day, Friday is the fifth. After such a conversation, it is proposed games in order to consolidate the names of the days of the week and their sequence. Children enjoy playing the game "Live Week." For games called to the board 7 children, are recalculated in order and get circles of different colors indicating the days of the week. Children line up in the same order as the days of the week. For example, the first child with a yellow circle in his hands, indicating the first day of the week - Monday, etc.
The third group includes games for orientation in space.
Spatial representations children constantly expanding and strengthening in the process of all activities. The teacher's task is to teach children navigate in specially created spatial situations and determine your place according to a given condition. With help didactic Through games and exercises, children master the ability to determine in words the position of one or another object in relation to another. For example, there is a hare to the right of the doll, a pyramid to the left of the doll, etc. The child is selected and the toy is hidden in relation to him (behind, right, left, etc.). This arouses interest children and organizes them for the lesson.
In order to interest children to make the result better, subject data are used games with the appearance of some fairy-tale hero. For example, the game “Find a toy” - “At night, when there was no one in the group,” the children are told, “Carlson flew to us and brought toys as a gift. Carlson loves to joke, so he hid the toys and wrote in the letter how they were can be found." Then a letter is printed in which it is written: "You must stand in front of the teacher's desk, walk 3 steps to the right, etc." Children complete the task and find a toy. Then, the task becomes more complicated - that is, the letter does not give a description of the location of the toy, but only a diagram. According to the diagram, children must determine where the object is.
To consolidate knowledge about the shape of geometric shapes, children are asked to recognize the shape of a circle, triangle, and square in surrounding objects. For example, the question is: “What geometric figure does the bottom of the plate resemble?” (table top surface, sheet of paper, etc.). A Lotto type game is played. Children are offered pictures (3-4 each, in which they look for a figure similar to the one being shown. Then, the children are asked to name and tell what they found.
Didactic game"Geometric mosaic" can be used in classes and in free time, in order to consolidate knowledge about geometric shapes, in order to develop attention and imagination in children. Before the beginning games children are divided into two teams according to the level of their skills. Teams are given tasks of varying difficulty. For example:
Compiling an image of an object from geometric shapes (work on a ready-made dissected sample)
Work according to condition (collect a human figure, a girl in a dress)
Working according to your own ideas (just a person)
Each team receives the same sets of geometric shapes. Children independently agree on ways to complete the task and the order of work. Each player in the team takes turns participating in the transformation of the geometric figure, adding his own element, making up a separate element of the object from several figures. In conclusion, children analyze their figures, find similarities and differences in solving a constructive plan.
Let's consider didactic games for the development of logical thinking. At preschool age children elements of logical thinking begin to form, i.e. the ability to reason and draw one’s own conclusions is formed. There are many didactic games and exercises that influence the development of creative abilities in children, since they have an effect on the imagination and contribute to the development of non-standard thinking in children.
Getting acquainted with such games begins with elementary tasks on logical thinking - a chain of patterns. In such exercises there is an alternation of objects or geometric shapes. Children are asked to continue the row or find the missing element. In addition, tasks are given of the following nature: continue the chain, alternating squares, large and small circles of yellow and red in a certain sequence. After children learn to perform such exercises, the tasks become more difficult for them. It is proposed to complete a task in which it is necessary to alternate objects, taking into account both color and size.
Math games.
"LEFT - RIGHT" d.i. Orientation relative to oneself.
Children show names based on the words body parts games.
This is the left hand.
This is the right hand.
This is the left leg.
This is the right leg.
We have the left ear.
We have the right ear.
And this is the left eye. cover your eyes with your palms
And this is the right eye.
"FIND YOUR HOUSE" p.i. Geometric figures.
There are geometric shapes on the carpet; these are houses. U children in hands
geometric lotto cards are addresses. While the music is playing, the children move along the carpet and, at a signal, find their house. One house can have one or more residents.
"GIVE A WORD" d.i. Gender agreement between adjectives and nouns.
What can you say about long, short, big, tall...
"CROSSING" p. And. Numbers.
Walk along "pebbles" in the order indicated by numbers, not "getting wet" legs (without mixing up the numbers)
"LET'S GET ORDER IN ORDER" d.i. Comparing the size of objects.
Arrange the objects in descending order (increases) quantities (items vary in length, width, height).
"TAKE THE SAME" d.i. Counting, counting, comparing quantities.
Take as many items as I have. Count how many items you took.
"WHAT FIGURE IS NOT COMING" d.i. Numbers, attention.
A number series is built from familiar numbers. One number is removed when the children have their eyes closed (night). Then the children look at the numbers and name the missing one. Similarly, you can play with geometric shapes and any objects.
"BE CAREFUL"d.i. Parts of the day, attention.
If I say it correctly, we clap our hands; if not, we stomp our feet.
First evening, and then night.
We have breakfast in the evening.
We walk at night.
After the day the evening will come...
"WHAT WE DID - WE WILL SHOW" p.i. Parts of the day.
One, two, three - what in the morning (in the afternoon) did it - show me. Children perform the hidden action, and the teacher solves it.
"RIKI – TIKI" d.i. Quantity, numbers.
Ricky - tiki, look,
How many fingers can you say? Open fingers appear from behind
(What kind of figure are you talking about) show a card with a number
"COUNT CORRECTLY" p.i. Counting and counting movements.
One two three four five -
The little bunny began to jump.
Jump (clap, stomp) the little bunny is very good,
He jumped... once.
"SAY THE OPPOSITE" d.i. Words are antonyms
Warm Little Narrow
Fast Heavy Previously
High Thick Day
"FIRST - THEN" d.i. Temporal and quantitative representations.
First spring, and then...
First the day, and then...
Small at first, and then...
First 2, and then...
First 4, and then...
First the egg, and then...
First a caterpillar, and then...
First a flower, and then...
"ONE IS MANY" d. And. Correlating quantity with movements, attention.
If there is only one object, clap once. If there are a lot of objects, clap many times
How many heads does a person have?
How many fish are there in the sea?
How many stripes does a zebra have?
How many tails does a dog have?
How many grains of sand are there at the bottom of the river?
How many stars are there in the sky?
How many leaves are there on a tree?
How many stems does a flower have?
"FIND AN OBJECT WITH THE SAME SHAPE"
Goal: to teach the child to identify specific objects from the environment by shape, using geometric patterns.
"LAY OUT THE ORNAMENT"
Goal: to teach the child to identify the spatial arrangement of geometric shapes, to reproduce exactly the same arrangement when laying out the ornament.
"LEFT RIGHT"
Purpose: to teach children navigate in space, in your own body.
"Guys, listen carefully the poem:
V. Berestov
A student stood at a fork in the road
Where is the right, where is the left, he could not understand.
But suddenly the student scratched his head
With the same hand that I wrote,
And he threw the ball, And he flipped through the pages,
And he held a spoon, And he swept the floors.
"Victory!"- there was a jubilant cry.
Where is the right, Where is the left,
The student found out!
How did the student know where the right is and where the left is? Which hand did the student scratch his head with? Show me, where is your right hand? Left hand?
"DRAWING HANDKERCHIFKS"
Goal: to develop spatial orientation.
" REPEAT"
Goal: to develop quick orientation in space relative to oneself and relative to another object.
"Listen carefully and follow through:
Task No. 1. Please raise your right hand up, now your left, look back, to the left, to the right, forward, up, down.
Task No. 2. Draw a square in the center of the checkered sheet. Draw a circle above the square, a triangle below the square, a rectangle to the right of the square, and a rhombus to the left.
"MAGIC PENCIL"
Goal: to develop the ability to navigate on a piece of paper.
"Guys! Petrushka sent us a letter on which he drew magical patterns for us. But he didn't finish them. Let's help Parsley.
Complete the pattern on the right.
Complete the pattern on the left.
Draw "cherries" at the bottom. Up".
"THE MOST DEVIL"
Goal: development of spatial orientation reactions, fine motor skills of the hands.
Material: sets of sticks of 20 pieces.
“Guys, in front of you are boxes in which each of you has chopsticks. Now we will hold a competition and find out which of you is the most dexterous. At my signal, with your right hand you place one stick at a time from the box. Then with the same right hand, one stick at a time - into the box. Wins the most dexterous and fastest."
The same exercise can be performed with children using the left hand or both hands at the same time.
"FIND AN OBJECT"
Goal: to develop the ability to navigate in space using a plan.
To carry out this games must be drawn first (possible with your child) room plan (or yard) and agree in advance with the child what toy you will need to find. Hide a toy in the room without your child noticing.
Didactic games in teaching children the basics of mathematics
USING GAME METHODS AND TECHNIQUES IN FORMING ELEMENTARY MATHEMATICAL CONCEPTS
In preschool age, play is of great importance in a child’s life. The need for play persists and occupies an important place during the first years of schooling. In the game, the child acquires new knowledge, skills and abilities. Mathematics contains enormous opportunities for developing children's thinking in the process of their learning from a very early age. If you use a didactic game to teach children the basics of mathematics, this will ensure more effective work with children, improve their attention, memory, sensory development, and imagination. Didactic games were created for learning through play. Children play without suspecting that they are mastering some knowledge. During the game, the child learns a lot about different objects: about their properties, such as shape, color, size, weight, quality of material, etc. His perception and curiosity develop and improve.
It follows from this that the role of didactic games in the mental development of children is undeniable. In the process of forming elementary mathematical concepts in preschoolers, it is necessary to use a variety of teaching methods: practical, visual, verbal, and playful. When choosing a method, a number of factors are taken into account: program problems being solved at this stage, age and individual characteristics of children, the availability of necessary didactic tools, etc. When forming elementary mathematical concepts, the game acts as an independent teaching method. All types of didactic games (subject, board-printed, verbal) are an effective means and method of forming elementary mathematical concepts.
Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. Each didactic game contains a task, the solution of which requires a certain amount of mental work from the child. The objectives of didactic games are varied. The cognitive material that children become familiar with in class is improved in games and play situations outside of class. For this purpose, conditions are created in groups: “Mathematical Game Library”, where logical, constructive games, and materials for modeling are located. The following helps to ensure the principle of clarity in teaching children mathematics: “Entertaining Mathematics Corner” (Bright numbers, magnetic board, counting sticks, finger games, mathematical puzzles, geometric constructor, puzzles, as well as didactic games in directions).
Didactic games for the formation of mathematical concepts are conventionally divided into the following groups:
Games with numbers and numbers
Time travel games
Space navigation games
Games with geometric shapes
Logical thinking games
Games with numbers and numbers include games such as “Confusion”, “Which number is missing?”, “What has changed?”, “Correct the mistake”. These games help children master forward and backward counting, help consolidate the ability to count objects and indicate their quantity with the corresponding number.
The second group of mathematical games (games - time travel) serves to introduce children to the days of the week. It is explained that each day of the week has its own name. And also travel games will help expand children’s understanding of the parts of the day, their characteristic features, sequence (morning-day-evening-night); explain the meaning of the words yesterday, today, tomorrow.
Games for orientation in space: “Tell about the pattern”, “Travelling around the room”, “Find your house”, “Find a toy”. With the help of these games, children become better oriented in space, quickly become familiar with such concepts as left, right, above, below, up, down; They denote in words the position of objects in relation to themselves (there is a table in front of me, a door to my right, etc.).
Thanks to games with geometric shapes such as “Find a pair”, “What has changed?”, children learn new geometric shapes in a relaxed manner and quickly master the classification of objects according to various characteristics.
With the help of logical thinking games “Find the extra picture”, “Change the size of the part”, “What is the difference”, children learn to build logical chains, draw conclusions, and try to think independently.
Riddles are of great importance in the development of thinking, imagination, perception and other psychological processes.
Mathematics– one of the most difficult academic subjects. Consequently, one of the important tasks of educators and parents is to develop a child’s interest in mathematics in preschool age. Introducing this subject in a playful and entertaining way will help the child in the future to master the school curriculum faster and easier. The maximum effect when studying mathematics can be achieved using didactic games.
Didactic games in teaching children the basics of mathematics
Games with numbers and numbers:
Game "Confusion".
Target. Strengthen your knowledge of numbers. Develop observation and attention.
Progress of the game.
In the game, numbers are laid out on the table or displayed on the board. The moment the children close their eyes, the numbers change places. Children find these changes and return the numbers to their places. The presenter comments on the children's actions.
The game “Which number is missing?”
Target. Strengthen children's knowledge of numbers and the ability to name neighbors of numbers. Develop memory and attention.
Progress of the game.
The game also removes one or two numbers. Players not only notice the changes, but also say where each number is and why. For example, the number 5 is now between 7 and 8. This is not true. Its place is between the numbers 4 and 6, because the number 5 is one more than 4, 5 should come after 4.
Game "What has changed"
Target. Will strengthen the ability to count objects and indicate their quantity with the corresponding number. Develop attention and memory.
Progress of the game.
Several groups of objects are placed on a board or flannelgraph, with numbers placed next to them. The presenter asks the players to close their eyes, and he himself changes places or removes one item from any group, leaving the numbers unchanged, i.e. violates the correspondence between the number of objects and the number. Children open their eyes. They discovered an error and corrected it in different ways: by “restoring” the number that will correspond to the number of objects, adding or removing objects, i.e. changing the number of objects in groups. The one who works at the board accompanies his actions with an explanation. If he completed the task well (find and correct the error), then he becomes the leader.
Game "Wonderful bag".
Target. Exercise children in counting using various analyzers. Strengthen ideas about quantitative relationships between numbers. Develop logic, thinking, attention.
Progress of the game.
The wonderful bag contains: counting material, two or three types of small toys. The presenter chooses one of the children to lead and asks to count as many objects as he hears the blows of a hammer, a tambourine, or as many objects as there are circles on the card. Children sitting at tables count the number of strokes and show the corresponding number.
The game “The toy that disappeared.”
Target. To consolidate the ordinal counting of objects, the concept of “how many”. Develop attention and memory.
Progress of the game.
The presenter displays several different toys. Children look at them carefully and remember where each toy is. Everyone closes their eyes, the presenter removes one of the toys. Children open their eyes and determine which toy is gone. For example, a car hid, it was third from the right or second from the left. The one who answers correctly and completely becomes the leader.
Time travel games
Game "MAKE NO MISTAKE"
Goal: to develop quick thinking, consolidate children’s knowledge of what they do at different times of the day. Rules. Having caught the ball, you need to name part of the day.
Progress of the game.
Children stand in a circle, the teacher has a ball in his hands. The adult names different actions (I’m going to exercise) and throws the ball to the child. The kid catches the ball and names the time of day (morning). A complication is to name a part of the day, and the child tells the actions that can occur at this time of day.
Game "COLORS WEEK"
Make a calendar where each day of the week is marked with a certain color. Every morning, explain to your child what day of the week it is by pointing to the color on the calendar. Cut out 7 circles from colored cardboard according to the color of the days. Invite your child to list the days of the week, starting with Monday. When completing the task, ask your child to name each day. To complicate the task, lay out circles starting from Tuesday, Wednesday, etc.
Game "12 MONTHS"
Cut out a large circle from cardboard. Divide it into 12 segments. In each of them write the name of the month of the year. Invite your child to color the segments in accordance with the specific time of year: summer months - red, winter months - white, autumn months - yellow, spring months - green. Attach an arrow to the center of the circle, the tip of which should point to the current month. Ask your baby to move the needle at the beginning of each month.
Game "LIVE WEEK"
For the game, 7 children are called to the board, counted in order and given circles of different colors, indicating the days of the week. Children line up in the same order as the days of the week. For example, the first child with a yellow circle in his hands, indicating the first day of the week - Monday, etc.
Then the game gets more difficult. Children are built from any other day of the week.
Game "Yesterday, Today, Tomorrow"
An adult and a child stand opposite each other. The adult throws the ball to the child and says a short phrase. The child must name the appropriate time and throw the ball to the adult.
Space navigation games
Game "Find the toys"
Goal: to teach children to move in space, maintaining and changing direction in accordance with the instructions of an adult, taking into account the landmark, and to use spatial terminology in speech.
Progress of the game.
The children are informed that all the toys are hidden. To find them you need to carefully listen to the “hints” (instructions) and follow them. After finding the toy, the child tells in which direction he walked, which direction he turned, where he found the toy.
Game "Colorful Journey"
Goal: to consolidate the ability to navigate on a kind of sheet with a large square, develops imagination.
Progress of the game.
The child is given a playing field consisting of cells of different colors. A toy is placed on the first square, which will now go on a journey. An adult sets the direction of movement of the toy with the commands: 1 cell up, two to the right, stop! Where did your hero end up? The child sees the color of the cell on which his toy has stopped and, in accordance with the color, comes up with the location of his hero. (For example: a blue cell may indicate that the hero arrived at the sea, green - in a forest clearing, yellow - on a sandy beach, etc.).
"Find a place"
Goal: to develop the ability to determine the upper and lower edge of the plane, its left and right sides, and find the middle in the plane.
Equipment: colored ribbons, toys.
of such a size that the child can move around comfortably. Children are given the task: arrange the toys according to the teacher’s instructions. For example, put the ball in the far left corner, the car in the middle,
bear - in the near right corner, etc.
Games with geometric shapes
Game "House for Geometric Shapes" for children 5-6 years of age.
Goal: to consolidate ideas about geometric shapes, the ability to compare shapes by properties and find a pattern in their arrangement.
Game material: tables, geometric shapes.
Progress of the game. The teacher suggests looking at house models for geometric figures, counting the number of floors, and naming the figures living on the first, second and other floors. Children will learn how many apartments are on each floor and what figures live in them. Then the children distribute the geometric shapes throughout the apartments, focusing on the shape and color of the shapes.
Game “Describe the figure” for children 5-6 years of age.
Purpose of the game: to consolidate children's knowledge about geometric shapes and their properties.
Game material: geometric figures, cards with a special code, graphically depicting the characteristics of the figures (shape, color, size).
Progress of the game. Code cards can be placed in front of the child in rows:
1st row - cards indicating the shape,
2nd row – color,
Row 3 – size.
The child receives a geometric figure and matches code cards to it. For example, a child has a large red circle. He names the figure, next to it he puts a card with a picture of a circle (the shape of the figure), a card with a red color spot (the color of the figure), a card with a large house (the size of the figure).
Didactic game “Pick up figures for the animals” for children 4-6 years of age.
Goal: to consolidate children’s ideas about geometric shapes and practice naming them.
Game material:
- a set of geometric shapes for children 3-4 years old: circle, square, triangle;
- a set of geometric shapes for children 4-5 years old: circle, square, triangle, rectangle;
- a set of geometric shapes for children 5-7 years old: circle, square, triangle, oval, rectangle;
- cards with images of animals, next to which are drawn the contours of geometric figures that match the shapes of the figures from the sets.
Progress of the game.
Children sit at tables, in front of each child there is a card with an image of an animal, next to which the outlines of geometric shapes are drawn, and a tray with geometric shapes. The teacher shows the children the figures, the children name them. Gives the task: “Children, animals want to play with you. Tell us who came to visit you." Each child names his own animal (squirrel, bear, fox, baby elephant, etc.) The teacher continues: “Next to the animals, figures of different shapes are drawn, and the same figures lie on trays. Help the animals arrange all the figures so that they match each other in shape.” Children take shapes from trays and place them on the outlines of the shapes. At the end of the game, ask the children: “What figures did you choose for the bear (fox, bunny, etc.)?”
Game "Find a Pair" for children 5-6 years of age.
Purpose: to teach children to find paired mittens; consolidate knowledge about geometric shapes; develop attention.
Game material: silhouettes of mittens with a pattern of geometric shapes.
Progress of the game. The teacher gives the children one mitten from a pair. Then he shows the remaining mittens. When a child sees his pair of mittens, he should say: “This is my mitten.” Ask: “Why?” The child describes the pattern on the mittens.
Logical thinking games
Game "Different Houses" with children 5-7 years old.
Purpose: to teach children to compare a drawing and a drawing of an object; consolidate ideas about the shape of objects.
Game material: sets of different drawings (outline of the building) and three pictures, differing from the drawing in the shape of individual elements, for each drawing.
Progress of the game. An adult tells the children that once the builders were building a house according to the drawing and made small mistakes. Offer to examine each building and find inaccuracies. Show the drawing and the first picture for it. Children find a mistake. Then show the second and third pictures, find errors.
Game "Find the missing figure"» with children 5-7 years of age.
Goal: to learn to find a pattern in the sequential arrangement of geometric shapes; consolidate knowledge about geometric shapes; train children's visual memory.
Game material: tables with missing figures, cards with geometric figures.
Progress of the game. Offer to look at a table with geometric shapes, find the missing figure on the card and put the card in the table.
Game "Find the extra picture"
Select a series of pictures, among which every three pictures can be combined into a group based on a common characteristic, and the fourth is redundant.
Lay out the first four pictures in front of your child and ask him to remove the extra one. Ask: “Why do you think that? How are the pictures you left similar?”
Note whether the child identifies more significant features and whether he groups objects correctly.
If you see that this operation is difficult for the child, then continue to patiently work with him, selecting another series of pictures. In addition to pictures, you can also use objects. The main thing is to interest the child in the playful form of the task.
Game “How can this be used?”
Offer your child a game: find the largest number of options for using an object.
For example, you say the word “pencil”, and the child comes up with ways to use this object.
The child names the following options:
Draw Write Use as a stick, pointer, etc.
Interesting questions, joke games.
Aimed at developing voluntary attention, innovative thinking, speed of reaction, and training memory.
Warm up for reaction speed.
Where is the street visible from?
Grandfather who gives out gifts?
Edible character?
The piece of clothing where money is put?
What day will it be tomorrow?
Complete the phrase.
If the sand is wet, then...
The boy washes his hands because...
If you cross the street at a red light, then...
The bus stopped because...
Finish the sentence.
The music is written... (composer).
Writes poetry... (poet).
The laundry is washed... (the laundress).
Mountain peaks are conquered... (climber).
Lunch is being cooked... (cook).
In the game, the child acquires new knowledge, skills and abilities. Games that promote the development of perception, attention, memory, thinking, and the development of creative abilities, aimed at the mental development of preschool children. Mathematics plays a huge role in mental education and in the development of intelligence. Mathematics contains enormous opportunities for developing children's thinking in the process of their learning from a very early age.
Didactic games are very important for the mental education of a preschooler. During play, a preschooler develops the qualities necessary for successful mental development, and develops the ability to concentrate on what an adult shows and says to him. The development of concentration and the ability to imitate is a necessary condition for children to acquire information and skills. This is one of the important tasks that must be solved during educational games.
If a didactic game is used in teaching children the basics of mathematics, this will ensure more effective work with children, improve their attention, memory, sensory development, imagination, and thereby prepare the child for subsequent studies at school. Play for preschoolers is a way of learning about the world around them. Didactic games were created for learning through play. Children play without suspecting that they are mastering some knowledge. Preschoolers willingly participate in games, wait for them, and enjoy them. In classes, a child, accustomed to listening to an adult and looking at what is shown to him, acquires certain knowledge. During the game, he learns a lot about different objects: about their properties, such as shape, color, size, weight, quality of material, etc. His perception and curiosity develop and improve.
From all this it follows that the role of didactic games in the mental education of children is undeniable.
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Mathematical games as a means of developing students’ cognitive interest
“A game is a vital laboratory of childhood, giving that flavor, that atmosphere of young life, without which this period would be useless for humanity. In play, this special processing of life material, there is the healthiest core of the rational school of childhood."
S.T. Shatsky
Introduction
As you know, knowledge acquired without interest does not become useful. Therefore, one of the most difficult and most important tasks of didactics has been and remains the problem of cultivating interest in learning.
Cognitive interest in the works of psychologists and teachers has been studied quite thoroughly. But still some questions remain unresolved. The main one is how to arouse sustainable cognitive interest.
Every year children become more and more indifferent to their studies. In particular, students’ interest in such a subject as mathematics decreases. This subject is perceived by students as boring and not at all interesting. In this regard, teachers are searching for effective forms and methods of teaching mathematics that would contribute to the activation of learning activities and the formation of cognitive interest.
One of the opportunities to develop students’ cognitive interest in mathematics lies in the widespread use of extracurricular work in mathematics. Extracurricular work in mathematics has a powerful reserve for the implementation of such a learning task as increasing cognitive interest, through all the variety of forms of its implementation. One such form is a mathematical game.
Mathematical games are emotional and evoke in students a positive attitude towards extracurricular mathematics activities, and, consequently, towards mathematics in general; contribute to the activation of educational activities; sharpen intellectual processes and, most importantly, contribute to the formation of cognitive interest in the subject. But it should be noted that mathematical games as a form of extracurricular activity are used quite rarely, due to the difficulties of organization and implementation. Thus, the great educational, monitoring, and educational opportunities (in particular, the opportunity to develop cognitive interest) of using a mathematical game in extracurricular work in mathematics are not sufficiently realized.
Can a mathematical game be an effective means of developing students’ cognitive interest in mathematics? This is the problem with this study.
Based on this problem, we can determine the purpose of the study - to substantiate the effectiveness of using a mathematical game in extracurricular work in mathematics for the formation and development of students' cognitive interest in mathematics.
The object of the study will be cognitive interest, the subject will be a mathematical game as a form of extracurricular work in mathematics.
Let us formulate the research hypothesis: The use of a mathematical game in extracurricular work in mathematics contributes to the development of students’ cognitive interest in mathematics.
Play is the way for children to understand the world
The teacher’s task is to teach each child to learn independently, to develop in him the need to be active in the learning process.
Play for younger schoolchildren continues to be one of the main means and conditions for the development of a student’s intellect. The game generates joy and cheerfulness, inspires children, enriches them with impressions, helps to avoid annoying edification, and creates an atmosphere of friendliness in the children's team. There should be no dullness and monotony in games for schoolchildren. The game should constantly replenish knowledge, be a means of comprehensive development of the child, his abilities, evoke positive emotions, and fill the life of the children's team with interesting content.
Play is the way for children to understand the world in which they live and which they are called upon to change. Work and study, combined with play activities, contribute to the formation of character and the development of will. The efforts (physical and mental) that a child makes in the game are fruitful, since in the game, unnoticed by himself, he develops a number of skills that will later be useful to him in life. Games diversify the types of activities in the lesson, cultivate interest in the subject, develop attention, memory and thinking of students, lead to the systematization of life experience, are a release for the nervous system, develop initiative and resourcefulness, teach work, precision, accuracy and perseverance in overcoming obstacles .
V.A. Sukhomlinsky wrote: “Let us take a closer look at what place play occupies in a child’s life. For him, the game is the most serious matter. The game reveals the world to children and develops the creative abilities of the individual. Without play there can be no full mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.”
Formation and development of interest in mathematics
Today we need a person who not only consumes knowledge, but also knows how to obtain it. The unusual situations of our day require us to have a wide range of interests. Interest is the real reason for action, perceived by a person as especially important. It is one of the constant powerful motives of activity. Interest can be defined as a positive evaluative attitude of a subject towards his activities.
As a strong and very significant formation for a person, interest has many interpretations in its psychological definitions; it is considered as:
manifestation of his mental and emotional activity (S.L. Rubinstein);
a special alloy of emotional-volitional and intellectual processes that increase the activity of human consciousness and activity (A.A. Gordon);
active cognitive (V.N. Myasintsev, V.G. Ivanov), emotional-cognitive (N.G. Morozova) attitude of a person to the world;
a specific attitude of a person to an object, caused by the awareness of its vital significance and emotional attractiveness (A.G. Kovalev).
This list of interpretations of interest in psychology is far from complete, but what has been said confirms that, along with the differences, there is also a certain commonality of aspects aimed at revealing the phenomenon of interest - its connection with various mental processes, of which emotional, intellectual, regulatory ( attention, will), its involvement in various personal formations.
A special type of interest is interest in knowledge, or, as it is now commonly called, cognitive interest. Its area is cognitive activity, in the process of which mastery of the content of educational subjects and the necessary methods or skills through which the student receives education occurs.
Cognitive interest plays a major role in the pedagogical process. N.V. Metelsky defines cognitive interest as follows: “Interest is an active cognitive orientation associated with a positive, emotionally charged attitude towards studying a subject with the joy of learning, overcoming difficulties, creating success, with self-expression and affirmation of a developing personality.”
Cognitive interest is a selective focus of the individual on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and profound knowledge. Only when this or that field of science, this or that academic subject seems important and significant to a person, does he engage with it with special enthusiasm, trying to more deeply and thoroughly study all aspects of those phenomena and events that are related to the area of knowledge that interests him. Otherwise, interest in the subject cannot be of a genuine cognitive nature: it can be random, unstable and superficial.
What can make a primary school student think, start thinking about this or that mathematical task, question, task? The main source of motivation for younger schoolchildren to engage in mental work can be interest. Therefore, the teacher must look for and find means and ways to arouse children’s interest in mathematics. The interest aroused in children in individual tasks, which I offer as entertaining exercises, arouses interest in mathematics itself.
To arouse interest in mathematics, I try not only to attract children’s attention to some of its elements, but also to arouse surprise in the children. Children are surprised when they see that the current situation does not coincide with the expected one. If surprise is associated with the emergence of some pleasure, then it turns into pleasant surprise. In an ill-considered situation, the opposite may happen: an unpleasant surprise may arise. Therefore, it is important at the initial stage of learning mathematics to create situations for pleasant surprise. Surprise should coexist with the children’s curiosity, with their desire to see something new against a mathematical background, to learn something still unknown to them. Surprise combined with curiosity will help stimulate active thinking in students. Capturing children's attention and arousing their surprise is just the beginning of interest, and this is relatively easy to achieve; It is more difficult to maintain interest in mathematics and make it sufficiently persistent.
While maintaining interest through various techniques, it must be gradually nurtured so that it develops into an interest in mathematics as a science, into an interest in the process of mental activity itself, and in new knowledge in the field of mathematics. The material must be understandable to every student, otherwise it will not arouse interest, because... will be meaningless to them. To maintain interest in anything new there must be elements of the old that are known to children. Only if a connection between the new and the old is established are manifestations of ingenuity and guesswork possible. To facilitate the transition from the known to the unknown, I use different types of visualization: full substantive visualization, incomplete substantive visualization, symbolic and memory representations, based on the level of development in the students’ minds at which the corresponding mathematical concepts are located. I especially often use children's imagination. They have a bright, much stronger intellect. Sustained interest in mathematics is supported by the fact that this work is carried out systematically, and not occasionally. In the lessons, small questions and riddles that are easy for children to understand should constantly arise, and an atmosphere should be created that stimulates the active thought of students. I can always identify the strength of the emerging interest in mathematics. It is expressed in the persistence that students show in the process of solving mathematical problems and performing various tasks related to solving mathematical problems.
The role of entertainment in mathematics lessons
Cognitive interest is one of the most important motives for schoolchildren’s learning. Under the influence of cognitive interest, educational work even among weak students is more productive. This motive emotionally colors the entire educational activity of a teenager. At the same time, it is associated with other motives (responsibility to parents and the team, etc.). Cognitive interest as a motive for learning encourages the student to engage in independent activity; if there is interest, the process of acquiring knowledge becomes more active and creative, which in turn affects the strengthening of interest. Independent penetration into new areas of knowledge and overcoming difficulties evokes a feeling of satisfaction, pride, success, that is, it creates the emotional background that is characteristic of interest.
Interest in mathematics in the lower grades is supported by the interesting nature of the problems, questions, and assignments themselves. When I talk about being entertaining, I don’t mean entertaining children with empty fun, but the entertaining content of mathematical tasks. Pedagogically justified entertainment aims to attract children's attention, strengthen it, and activate their mental activity. Entertaining in this sense always carries elements of wit, playfulness, and festivity. Entertaining serves as the basis for penetrating into the minds of children a sense of beauty in mathematics itself. Entertaining is characterized by the presence of light and intelligent humor in the content of mathematical tasks, in their design, and in an unexpected outcome when completing these tasks. Humor should be understandable to children. Therefore, I seek from the children themselves an intelligible explanation of the essence of easy joke tasks, funny positions in which students sometimes find themselves during games, i.e. I strive to understand the essence of humor itself and its harmlessness. A sense of humor usually manifests itself when individual funny features are found in various situations. A sense of humor, if a person has it, softens the perception of individual failures in the current situation. Light humor should be kind and create a cheerful, upbeat mood.
An atmosphere of light humor is created by including story problems in the lesson, tasks from heroes of funny children's fairy tales, including joke problems, by creating game situations and fun competitions.
a) Didactic game as a means of teaching mathematics.
Games occupy a large place in mathematics lessons. These are mainly didactic games, i.e. games, the content of which contributes either to the development of individual mental operations, or to the development of computational techniques and numeracy skills. Purposeful inclusion of games increases children's interest in the lesson and enhances the effect of the learning itself. The creation of a gaming situation leads to the fact that children, captivated by the game, quietly and without much difficulty and tension acquire certain knowledge, skills and abilities. At primary school age, children still have a strong need for play, so I include it in mathematics lessons. The game makes lessons emotionally rich, brings a cheerful mood to the children's group, and helps to aesthetically perceive the situation related to mathematics.
A didactic game is a valuable means of cultivating the mental activity of children; it activates mental processes and arouses in students a keen interest in the process of cognition. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, causes deep satisfaction in students, creates a joyful working mood, and facilitates the process of assimilation of knowledge.
In didactic games, the child observes, compares, juxtaposes, classifies objects according to certain characteristics, performs analysis and synthesis available to him, and makes generalizations.
Didactic games provide an opportunity to develop in children the arbitrariness of such mental processes as attention and memory. Because The leading type of activity for younger schoolchildren is educational activity; didactic games should ensure the formation of educational work skills and the formation of educational activity itself.
Game tasks develop children's ingenuity, resourcefulness, and intelligence. Many of them require the ability to construct a statement, judgment, and inference; require not only mental, but also volitional efforts - organization, endurance, the ability to follow the rules of the game, and subordinate one’s interests to the interests of the team.
However, not every game has significant educational and educational significance, but only those that acquire the character of cognitive activity. A didactic game of an educational nature brings the child’s new cognitive activity closer to what is already familiar to him, facilitating the transition from play to serious mental work.
Didactic games are especially necessary in the teaching and upbringing of six-year-old children. They manage to concentrate the attention of even the most inert children. At first, children show interest only in the game, and then in the educational material without which the game is impossible. In order to preserve the very nature of the game and at the same time successfully teach children mathematics, games of a special kind are needed. They must be organized so that: firstly, as a way of performing game actions, there is an objective need for the practical use of counting; secondly, the content of the game and practical activities would be interesting and provide an opportunity for children to demonstrate independence and initiative. (Annex 1)
b) Logical exercises in mathematics lessons.
The idea that at school it is necessary to carry out work on the formation and development of logical thinking, starting from the elementary grades, is generally recognized in psychological and pedagogical sciences. Logic exercises are one of the means by which children develop correct thinking. When I talk about logical thinking, I mean thinking whose content is in full accordance with objective reality.
Logic exercises allow you to build correct judgments on mathematical material accessible to children, based on life experience, without prior theoretical mastery of the laws and rules of logic themselves.
In the process of logical exercises, children practically learn to compare mathematical objects, perform the simplest types of analysis and synthesis, and establish connections between generic and specific concepts.
Most often, the logical exercises I offer do not require calculations, but only force children to make correct judgments and provide simple proofs. The exercises themselves are entertaining in nature, so they contribute to the emergence of children’s interest in the process of mental activity. And this is one of the cardinal tasks of the educational process at school.
Due to the fact that logical exercises are exercises in mental activity, and the thinking of younger schoolchildren is mainly concrete, figurative, I use visualization in the lessons. Depending on the characteristics of the exercises, I use drawings, drawings, brief conditions of tasks, and notes of terms and concepts for clarity.
Folk riddles have always served and continue to serve as fascinating material for thought. Riddles usually indicate certain characteristics of an object, which are used to guess the object itself. Riddles are unique logical tasks to identify an object based on some of its characteristics. Signs may vary. They characterize both the qualitative and quantitative aspects of the subject. For mathematics lessons, I select riddles in which the subject itself, along with others, is mainly based on quantitative characteristics. Isolating the quantitative side of an object (abstraction), as well as finding an object based on quantitative characteristics are useful and interesting logical-mathematical exercises. (Annex 1)
c) The role of role-playing games in the process of teaching mathematics.
Among the mathematical games for children there are also role-playing games. Role-playing games can be described as creative. Their main difference from other games is the independence of creating the plot and rules of the game and their implementation. The most attractive power for younger schoolchildren are those roles that give them the opportunity to demonstrate high moral qualities of the individual: honesty, courage, camaraderie, resourcefulness, wit, ingenuity. Therefore, such games contribute not only to the development of individual mathematical skills, but also to the sharpness and logic of thought. In particular, the game contributes to the development of discipline, because any game is played according to the appropriate rules. When joining the game, the student follows certain rules; at the same time, he obeys the rules themselves not under duress, but completely voluntarily, otherwise there will be no game. And following the rules is associated with overcoming difficulties and with perseverance.
However, despite the importance and significance of the game during the lesson, it is not an end in itself, but a means for developing interest in mathematics. The mathematical side of the game content should always be clearly brought to the fore. Only then will it fulfill its role in the mathematical development of children and in nurturing their interest in mathematics. (Annex 1)
Regulations on playing games in mathematics lessons
Based on the vast experience of the past, on special research and practice of modern experience, we can talk about the conditions, the observance of which contributes to the formation, development and strengthening of students’ cognitive interest:
The first condition is to place maximum reliance on the active mental activity of students. The main basis for the development of cognitive powers and capabilities of students, as well as for the development of genuine cognitive interest, are situations of solving cognitive problems, situations of active search, guesswork, reflection, situations of mental tension, situations of inconsistency of judgments, clashes of different positions that you need to understand yourself , make a decision, take a certain point of view.
The second condition involves ensuring the formation of cognitive interests and the personality as a whole. It is to conduct the educational process at the optimal level of student development. The path of generalizations, the search for patterns that govern visible phenomena and processes, is a path that, when covering many queries and branches of science, contributes to a higher level of learning and assimilation, since it is based on the maximum level of development of the student.
The emotional atmosphere of learning, the positive emotional tone of the educational process is the third important condition. A prosperous emotional atmosphere of teaching and learning is associated with two main sources of student development: with activity and communication, which give rise to multi-valued relationships and create the tone of the student’s personal mood.
The fourth condition is favorable communication in the educational process. This group of conditions for the relationship “student - teacher”, “student - parents and relatives”, “student - team”. To this should be added some individual characteristics of the student himself, the experience of success and failure, his inclinations, the presence of other strong interests and much more in the child’s psychology.
So, one of the most important conditions for the formation of cognitive interest was discussed above. Compliance with all these conditions contributes to the formation of cognitive interest in teaching mathematics.
When organizing mathematical games, you must adhere to the following provisions: educational lesson mathematics game
The rules of the game should be simple, precisely formulated, and accessible to younger students. If the material is feasible only for certain students, and the rest either do not understand the rules or have little understanding of the content of the mathematical or logical side of the game, then it will not arouse the interest of children and will be carried out only formally.
A game will not contribute to the fulfillment of pedagogical goals if it causes too strong a reaction in the children, but does not provide sufficient food for direct mental activity, does not develop their mathematical vigilance and attention.
When conducting a game related to a competition between teams, control over its results must be ensured by the entire team of students present. Accounting of results must be open, clear and fair. Errors in accounting, ambiguities in the organization of accounting itself lead to unfair conclusions about the winners, and, consequently, to dissatisfaction among the participants in the game.
Games will be interesting for children when each of them becomes an active participant. Long waits for one's turn to join the game reduce children's interest in this game.
The playful nature of the material in mathematics should have a certain measure. Exceeding this measure can lead to children seeing only a game in everything.
In mathematics lessons, games have cognitive significance, therefore, they bring to the fore a mental task, for the solution of which comparisons, analysis and synthesis, judgments and inferences must be used in mental activity. Then they will contribute not only to the formation of logical thinking in younger schoolchildren, but also to correct, clear, and concise speech.
During the game, a certain completed action must be performed, a specific task must be solved. The game should not be left unfinished. Only under these conditions will she leave a mark in the minds of the children.
I have systematized the entertaining material that I use in math lessons. For each section of the program, I selected appropriate tasks, separately for each class.
The main purpose of the entertaining material that I use is to help children understand the main issues of the program. I offer tasks that I use. (see Attachment)
Conclusion
In this work, an analysis of methodological and psychological-pedagogical literature was carried out on the use of mathematical games in extracurricular work in mathematics to develop cognitive interest. The work also examined the types of mathematical games, the technology of playing the game, the structure, the requirements for selecting tasks and conducting the game, the features of the game as a form of extracurricular work in mathematics, and its most important feature - the strengthening and development of cognitive interest.
Both from the theoretical and practical parts it follows that a mathematical game differs from other forms of extracurricular work in mathematics in that it can complement other forms of extracurricular work in mathematics. And most importantly, a mathematical game gives students the opportunity to express themselves, their abilities, test their existing knowledge, acquire new knowledge, and all this in an unusual, entertaining way. The systematic use of mathematical games in extracurricular work in mathematics entails the formation and development of cognitive interest among students.
Summarizing all of the above, I believe that a mathematical game, as an effective means of developing cognitive interest, should be used in extracurricular work in mathematics as often as possible.
Bibliography
1. Aristova, L. Student’s learning activity / L. Aristova. - M: Enlightenment, 1968.
2. Balk, M.B. Mathematics after school: a manual for teachers / M.B. Balk, G.D. Bulk. - M: Enlightenment, 1671. - 462 p.
3.Vinogradova, M.D. Collective cognitive activity and education of schoolchildren / M.D. Vinogradova, I.B. Pervin. - M: Enlightenment, 1977.
4. Vodzinsky, D.I. Cultivating interest in knowledge among adolescents / D.I. Vodzinsky. - M: Uchpedgiz, 1963. - 183 p.
5. Ignatiev V.A. “Extracurricular work on arithmetic in elementary school” Moscow, “Enlightenment” 1965
6. Kotov A.Ya. “Evenings of entertaining mathematics” Moscow, “Enlightenment” 1967
7. Sorokin P.I. “Entertaining problems in mathematics” Moscow, “Enlightenment” 1967
8. Trudnev V.P. “Count, dare, guess!” Moscow, “Enlightenment” 1970
9. Trudnev V.P. “Extracurricular work in mathematics in elementary school” Moscow, “Enlightenment” 1975
10. Oster G.B. “Zadachnik” Moscow, “Spark-M” 1995
11. Bayramukova P.U. “Extracurricular work in mathematics” Moscow, “Rile Publishing School” 1997
12. Zak A.Z. “600 game tasks for the development of logical thinking in children” Yaroslavl, “Development Academy” 1998
13. Metelsky, N.V. Didactics of mathematics: general methodology and its problems / N.V. Metelsky. - Minsk: BSU Publishing House, 1982. - 308 p.
14. Game in the pedagogical process - Novosibirs, 1989
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MADO kindergarten No. 29 “Yagodka” Republic of Bashkortostan
Beloretsk
Educator: Latokhina Yulia Sergeevna
Mathematical games as a means of intellectual development of preschool children.
Mathematics plays a huge role in the mental education and development of children's intelligence. Currently, in the era of the computer revolution, the common point of view expressed by the words “not everyone will be a mathematician” is hopelessly outdated.
Mathematics has enormous potential for developing children's thinking as they learn from a very early age. Mathematics has a unique developmental effect. “She puts the mind in order,” i.e. best forms methods of mental activity.
Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, and creative potential of the individual. A “mathematician” plans his activities better, predicts the situation, expresses his thoughts more consistently and accurately, and is better able to justify his position.
Teaching mathematics to preschool children is unthinkable without the use of didactic games, entertaining tasks, and entertainment. At the same time, the role of simple entertaining mathematical material is determined taking into account the age capabilities of children and the tasks of comprehensive development and education: to activate mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, to expand and deepen mathematical concepts, to consolidate acquired knowledge and skills, to exercise their use in other activities.
In the process of mathematical games, children learn the properties and relationships of objects, numbers, arithmetic operations, quantities and their characteristic features, space-time relationships, and the variety of geometric shapes. Children enjoy solving simple creative problems: finding, guessing, revealing a secret, composing, modifying, matching, modeling, grouping.
Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of a didactic game in the structure of a lesson on the formation of elementary mathematical concepts is determined by the age of the children, the purpose, purpose, and content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming ideas.
In developing children's mathematical understanding, a variety of didactic game exercises that are entertaining in form and content are widely used. They differ from typical educational tasks and exercises in the unusual way of setting the problem (find, guess), and the unexpectedness of presenting it on behalf of some literary fairy-tale character (Pinocchio, Cheburashka). Game exercises should be distinguished from didactic games in structure, purpose, level of children's independence, and the role of the teacher. As a rule, they do not include all the structural elements of a didactic game (didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills and abilities.
Didactic games are organized and directed by the teacher. It is necessary to create conditions for the child’s mathematical activity in which he would show independence in choosing play material and games, based on his developing needs and interests. During the game, which arises on the initiative of the child himself, he becomes involved in complex intellectual work.
In kindergarten, in the morning and evening, you can play games of mathematical content, board and printed, such as “Dominoes of Figures”, “Make a Picture”, “Arithmetic Dominoes”, “Lotto”, “Find a Pair”, games of checkers and chess etc. With proper organization and guidance, these games help the development of children's cognitive abilities, the formation of interest in actions with numbers, geometric shapes, quantities, and problem solving. Thus, children's mathematical understanding is improved.
The role of gaming tools in modern education is increasing. Psychologists have proven that game exercises help a child adapt to the educational process and master the basics of mathematics. Didactic games and exercises are closely related to the educational process. Play is an activity through which children learn. This is a means to expand, deepen and consolidate knowledge.
Games with numbers and numbers.
Currently, I am continuing to teach children how to count forward and backward, and I am trying to get them to correctly use both cardinal and ordinal numbers. Using a fairy tale plot, didactic games and exercises, she introduced children to the formation of all numbers within 9 by comparing equal and unequal groups of objects. Using games, I teach children to transform equality into inequality and vice versa.
Playing such didactic games as WHAT NUMBER IS MISSING?, HOW MUCH?, CONFUSION., CORRECT THE ERROR, REMOVE THE NUMBERS, NAME THE NEIGHBORS, THINK OF THE NUMBER, NUMBER WHAT IS YOUR NAME? , MAKE A NUMBER WHO WILL BE THE FIRST TO NAME WHICH TOY IS MISSING? children learn to freely operate with numbers within 9 and accompany their actions with words.
To better memorize numbers, I use various techniques: fashioning numbers from plasticine, laying out numbers from plasticine balls, from paper, using the applique method, from threads, from a cord on a carpet, drawing with a stick in the snow, etc.
By playing didactic games, children not only develop knowledge about numbers, but also develop the ability to correlate the number of objects with numbers and numbers. Children learn to establish dependencies between them.
During a walk, when making observations, I give the children the task of counting passers-by, counting trees in the area, naming the license plate numbers of passing cars, counting steps, etc.
Such a variety of didactic games and exercises used in classes and in free time helps children learn program material.
Time travel games.
In order for children to better remember the names of the days of the week, we designated them with a circle of different colors. The observations were carried out for several weeks, indicating each day with circles. I did this specifically so that the children could independently conclude that the sequence of the days of the week is unchanged. I told the children that the names of the days of the week indicate which day of the week it is: Monday is the first day after the end of the week, Tuesday is the second day, etc. After such a conversation, I offered games to reinforce the names of the days of the week and their sequences. Children enjoy playing games - LIVE WEEK. ASAP, NAME THE DAYS OF THE WEEK, NAME THE MISSING WORD,
In order for children to better remember the names of the months, I use games - ALL YEAR ROUND, TWELVE MONTHS,
In order for children to better remember parts of the day, I use various speech greeting structures - “Good morning”, “We are now having a nap”, “Good evening” I tell parents, I use board-printed games, questions like “Breakfast at what time of day” , “And lunch”, etc.
Games for orientation in space.
Children's spatial representations are constantly expanding and strengthened in the process of all types of activities. Children master spatial concepts: left, right, above, below, in front, far, close.
I give the children tasks like: “Stand so that there is a closet to your right and a chair behind you. Sit so that Tanya sits in front of you, and Dima sits behind you.” “Put a hare to the right of the doll, a pyramid to the left of the doll,” etc. At the beginning of the lesson, I spent a playful minute: I hid any toy somewhere in the room, and the children found it. This aroused the children's interest and got them organized for the activity.
While performing orientation tasks on a piece of paper, some children made mistakes, then I gave these children the opportunity to find them on their own and correct their mistakes. In order to interest children so that the result is better, I use games with the appearance of some fairy-tale hero. For example, the game FIND A TOY, - “At night, when there was no one in the group,” I tell the children, “Carlson flew to us and brought toys as a gift. Carlson likes to joke, so he hid the toys and wrote in the letter how to find them.”
There are many games and exercises that promote the development of spatial orientation in children: FIND A SIMILAR ONE, TELL US ABOUT YOUR PATTERN. CARPET WORKSHOP, ARTIST, ROOM TRAVEL, TOY STORE and many other games.
Games with geometric shapes.
To consolidate knowledge about the shape of geometric figures, she invited children to recognize the shape of a circle, triangle, and square in surrounding objects.
In order to consolidate knowledge about geometric shapes, I played a game like LOTTO. With those children for whom this knowledge was difficult, I worked mainly individually, giving the children simple exercises first, and then more complex ones. Based on previously acquired knowledge, I introduced the children to the new concept of QUADAR. At the same time, I used preschoolers’ ideas about a square. Later, to consolidate knowledge, in their free time from classes, the children were given tasks to draw different quadrilaterals on paper, draw quadrilaterals in which all sides are equal and say what they are called, fold a quadrilateral from two equal triangles, and much more.
In my work I use a lot of didactic games and exercises of varying degrees of difficulty, depending on the individual abilities of the children. For example, games such as FIND THE SAME PATTERN, FOLD A SQUARE, EACH FIGURE IN ITS PLACE, SELECT BY SHAPE, WONDERFUL BAG, WHO CAN NAME BETTER, GEOMETRIC MOSAIC
Logical thinking games.
At preschool age, children begin to develop elements of logical thinking, i.e. The ability to reason and make your own conclusions is formed. There are many didactic games and exercises that influence the development of creative abilities in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. Games such as FIND THE SAME FIGURE, WHAT ARE THE DIFFERENCES?, LOGICAL SQUARE, MAZES, and others. They are aimed at training thinking when performing actions.
In order to develop children's thinking, I use various games and exercises. These are tasks for finding a missing figure, continuing rows of figures, signs, and finding numbers. Getting acquainted with such tasks began with elementary tasks on logical thinking - chains of patterns. In such exercises there is an alternation of objects or geometric shapes.
A special place among mathematical games is occupied by games for compiling planar images of objects, animals, birds from geometric figures. These are games - TANGRAM, MONGOLIAN GAME, COMPLETE A SQUARE, etc. Children like to compose an image according to a model, they are happy with their results and strive to complete tasks even better.
Creative game tasks and problem situations
Creative game tasks are used in the formation of mathematical concepts (they can be used not only in class, but also in free time).
- When forming quantitative ideas:
“What can it do?..” (What can the number 6 do? Denote the number of objects, become another number, etc.);
“What was - what has become?” (It was the number 4, but became the number 5. How did this happen?);
“Where does he live? "(Where does the number 3 live? In days of the week, months of the year, house numbers, etc.);
“Number, what’s your name?” (the child is asked to depict a number with gestures, the rest must name it);
“There was a lot of this, but it became little. What could it be?" (there was a lot of snow, but it became little - it melted);
“It was not enough, but it became a lot. What could it be?" (there were few vegetables in the garden, but now there are a lot - they have grown), etc.
- To consolidate ideas about geometric shapes:
“Find objects similar to a circle (square, triangle, etc.)”;
“Determine what shape the table top (seat) looks like
chair, etc.)";
“Pick by shape” (children are asked to name the shape of objects or their parts in the picture and find this shape in the surrounding objects);
“Who can name more objects that have the shape of a circle (square, triangle, etc.)”;
“What can a circle do?..” (What can a circle do? Children must determine what an object can do or what is done with its help. For example, a circle can be a clock, etc.);
"Magic glasses". (Imagine that you are wearing round glasses, through which you can see only round objects. Look around and name what you can see in this room. Now imagine that you went outside wearing glasses. What can you see there? Remember how round There are objects at your home. Name 5 objects);
“Guess by description” (the teacher shows one child a picture with an object, the child describes the object (this must be done from general to specific), and the rest of the children must guess what object they are talking about);
“Teremok” (Child: “Knock-Knock. I am a triangle. Who lives in the teremok? Let me in.” Teacher: “I’ll let you in, just tell me how you are like me - a square (or how you differ from me - circle)");
“Complete what I have in mind” (the teacher (child) draws part of a geometric figure, the children must complete the rest), etc.
- To develop spatial orientation:
“Tell me about your pattern” (children are asked to draw patterns using geometric shapes (or they are given ready-made pictures with patterns) and they must tell how the elements of the pattern are located. For example, there is a red circle in the middle, a blue square in the upper right corner, etc. .);
"What changed?" (There are several objects on the teacher’s table; the children must remember how the objects are located in relation to each other. Then they are asked to close their eyes, at which time the teacher swaps 1-2 objects. Having opened their eyes, the children must say what has changed. For example , the bunny stood to the right of the bear, and now to the left, etc.);
“Yes or no” (the leader guesses the object in the picture, and the rest of the children, using questions to which the leader answers only “yes” or “no,” establish its location), etc.
- When forming ideas about size:
“Learning to measure” (What is the best way to measure an ant, a tree, a house, your height, your finger, a car, a pencil?);
“Feed the Giant (Tom Thumb)” (If you wanted to prepare breakfast for the Giant (Tom Thumb), how would you measure out the following items: tea, milk, butter, buckwheat, water, salt? How much would you take each product?);
“What used to be small, but became big?”, “What used to be big, but became small?”;
“Building a time train” (the teacher prepares 5-6 options for depicting one object in different time periods (for example, an infant, a small child, a schoolchild, a teenager, an adult, an elderly person), these cards lie on the table in disarray, the children take the cards they like and make up a train);
“Guess and name” (“Guess what I’m talking about” - there is a description of the part of the day, time of year, etc.);
“Earlier - later” (the presenter names an event, and the children say what happened before it and what will happen after it), etc.
Problem situations, tasks and questions can be used to develop ideas in children of any age. For example, for children in the younger group, you can offer the following situation: “It’s dark outside. The moon is shining in the sky, and lights have appeared in the windows of the houses. When does this happen? and so on. For older children, you can offer the following situations: “Two guys are talking: “I’ll go to my grandmother yesterday,” said one. “I was at my grandmother’s tomorrow,” another boasted. How should I say it correctly?
Some problem situations resemble arithmetic problems in form, but are solved through inferences, for example: “Olya went to her grandmother on Saturday and returned on Monday. How many days did Olya stay?”, “Alyosha went to the cinema on Sunday, and Vitya one day later. When did Vitya go to the cinema?”, “Katya vacationed at the seaside for three weeks, and Masha for one month. Which of the girls rested longer?” and so on.
Various tense categories are actively used by children when solving logical problems that require finishing the phrase started by the teacher: “If today is Tuesday, then tomorrow will be...”, “If the sister is younger than the brother, then the brother...”, etc.
Examples of other problem situations that can be used to develop children's mathematical concepts.
“Reverse Time Wizard” - a teacher (or a group of children) shows the sequence of actions of a process in reverse order. Children are given the task: to guess and establish the sequence of actions in the direct order of the presented process (tea drinking, brushing teeth).
“Zoom-Up Wizards” - the child selects an object in the group that he would like to change using the Zoom-In/Zoom-Out technique, for example: “I want my Zoom Wizard to touch the fish in the aquarium.” Next, the child explains what has changed, whether this object is good or bad. In conclusion, the practical application of the changed object is clarified, and possible changes in the environment are proposed.
“Resize part” - the child changes a part in the selected object using the enlargement/reduction technique. He explains what will happen, how this object will exist. Discussion of problematic situations can be humorous (how can a person sleep if his ears become huge).
“Confusion” - children are asked to choose two fairy-tale objects (large or small) and confuse their sizes (a tiny cat and a huge mouse) or replace them with opposite ones (the turnip has grown very small).
“Guess and name” - first, with the help of pictures, and then without visualization, children are given the task “Name an object that can be said about” (some signs are listed: shape, color, size), “Guess what I’m talking about” (description of time year, parts of the day, etc.).
Interesting questions, joke games.
Aimed at developing voluntary attention, innovative thinking, speed of reaction, and training memory. In riddles, the subject is analyzed from a quantitative, spatial, temporal point of view, and the simplest relationships are noted.
Riddles - jokes
- A peacock was walking in the garden.
Another one came up. Two peacocks behind the bushes. How many are there? Do the math for yourself.
- A flock of pigeons was flying: 2 in front, 1 behind, 2 behind, 1 in front. How many geese were there?
- Name 3 days in a row, without using the names of the days of the week or numbers. (Today, tomorrow, the day after tomorrow or yesterday, today, tomorrow).
- The chicken went out for a walk and took her chickens. 7 ran ahead, 3 remained behind. Their mother is worried and cannot count. Guys, count how many chickens there were.
- On a large sofa, Tanina’s dolls stand in a row: 2 nesting dolls, Pinocchio and a cheerful Cipollino. How many toys are there?
- How many eyes does a traffic light have?
- How many tails do four cats have?
- How many legs does a sparrow have?
- How many paws do two cubs have?
- How many corners are there in the room?
- How many ears do two mice have?
- How many paws do two paws have?
- How many tails do two cows have?
Solving various kinds of non-standard problems in preschool age contributes to the formation and improvement of general mental abilities: logic of thought, reasoning and action, flexibility of the thought process, ingenuity, ingenuity, and spatial concepts.
Logical Problems
*****
Giraffe, crocodile and hippopotamus
lived in different houses.
The giraffe did not live in red
and not in the blue house.
The crocodile did not live in red
and not in the orange house.
Guess which houses the animals lived in?
*****
Three fish swam
in different aquariums.
The red fish did not swim in the round
and not in a rectangular aquarium.
Goldfish - not in a square
and not in the round.
In which aquarium did the green fish swim?
*****
Once upon a time there lived three girls:
Tanya, Lena and Dasha.
Tanya is taller than Lena, Lena is taller than Dasha.
Which girl is the tallest?
who is the shortest?
What is the name of which one?
*****
Misha has three carts of different colors:
Red, yellow and blue.
Misha also has three toys: a tumbler, a pyramid and a spinning top.
In the red cart he will not carry a spinning top or a pyramid.
The yellow one is not a spinning top or a tumbler.
What will Mishka carry in each of the carts?
*****
The mouse is not traveling in the first or last carriage.
The chicken is not average and not in the last carriage.
In which carriages are the mouse and the chicken traveling?
*****
The dragonfly is not sitting on a flower or on a leaf.
The grasshopper does not sit on a fungus or on a flower.
The ladybug is not sitting on a leaf or on a fungus. Who is sitting on what? (it’s better to draw everything)
*****
Alyosha, Sasha and Misha live on different floors.
Alyosha lives neither on the top floor nor on the bottom.
Sasha lives neither on the middle floor nor on the bottom.
On what floor does each boy live?
*****
Anya, Yulia and Ole’s mother bought fabrics for dresses.
Anya is neither green nor red.
Yule - neither green nor yellow.
Ole is neither yellow nor red.
Which fabric is for which girl?
*****
Three plates contain different fruits.
The bananas are not in a blue or an orange plate.
Oranges are not in a blue or pink plate.
What plate are the plums in?
What about bananas and oranges?
*****
No flower grows under the tree,
No fungus grows under the birch tree.
What grows under the tree
What's under the birch tree?
*****
Anton and Denis decided to play.
One with cubes, and the other with cars.
Anton didn't take the car.
What did Anton and Denis play?
*****
Vika and Katya decided to draw.
One girl was painting with paints,
and the other with pencils.
What did Katya start drawing with?
*****
The Red and Black clowns performed with a ball and a ball.
The red-haired clown did not perform with a ball,
And the black clown did not perform with a balloon.
What objects did the Red and Black clowns perform with?
*****
Lisa and Petya went into the forest to pick mushrooms and berries.
Lisa didn't pick mushrooms. What did Petya collect?
*****
Two cars were driving along a wide and a narrow road.
The truck was not driving on a narrow road.
What road was the car traveling on?
What about the cargo one?
By playing with a child, performing more and more complex tasks with him, we, adults, will be able to see for ourselves the logic of reasoning, the ability to pose a problem,
Activities, exercises, and games should be aimed at “playing” mathematics with them when teaching children. Let the children, unnoticed by themselves, during the game, count, add, subtract, solve various kinds of logical problems that form certain logical operations. The role of the adult in this process is to maintain the children's interest.
The use of didactic games increases the effectiveness of the pedagogical process; in addition, they contribute to the development of memory and thinking in children, having a huge impact on the mental development of the child. When teaching young children through play, I strive to ensure that the joy of play turns into the joy of learning.
Learning should be joyful!
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