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11Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 4
educational, natural and social sciences О ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423
THROUGH FAIRY-TALES TO MATH IN THE LESSONS
Nematova Diyora Bakhodir kizi Student of Termez State University
Abstract: Every person in his lifetime has many times experienced the miraculous impact of the fairy-tale on his imagination, mind and feelings. But we seldom reflect upon the content not only in the ethical aspect of fairy-tales but also as a source of different kinds of knowledge, among them the knowledge of mathematics. The use of fairy-tales in lessons opens up one of the new ways of learning. However fairy-tales are not so widely used in mathematics education in primary schools and preschools. The result of a poll of 86 teachers showed that they approve of the use of fairy-tales in the process of learning mathematics. The analysis of the content of fairy-tales makes it possible to come to the conclusion that here are figuratively and conspicuously seen connections found in the foundation of the theory of probability. Fairy-tales also give a striking reflection of the interconnection between the quantity and measure, there are used different kinds of measures - the thumb (Mary Thumb), an inch (Tom Thumb), at the distance of a call, a three -step length, etc.
Key words: mathematical notions and connections, fairy -tales, learning
Аннотация: Каждый человек в своей жизни много раз испытывал чудодейственное влияние сказки на свое воображение, разум и чувства. Но мы редко задумываемся о содержании сказок не только в этическом аспекте, но и как об источнике различных видов знаний, в том числе математических. Использование сказок на уроках открывает один из новых способов обучения. Однако сказки не так широко используются в математическом образовании в начальных и дошкольных учреждениях. Результат опроса 86 учителей показал, что они одобряют использование сказок в процессе изучения математики. Анализ содержания сказок позволяет сделать вывод, что здесь образно и наглядно просматриваются связи, лежащие в основе теории вероятностей. Сказки также ярко отражают взаимосвязь между величиной и мерой, используются разные меры - большой палец (Mary Thumb), дюйм (Tom Thumb), на расстоянии вызова, трехшаговый. длина и др.
Ключевые слова: математические понятия и связи, сказки, обучение.
INTRODUCTION
The exercises used should deepen the children's knowledge. The whole lesson should be held in the emotional and intellectual growth, which gives the way out of the creative energy of students and teachers, to rein the atmosphere of cooperation,
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the creativity of the teacher and students infect each other with creative energy (Adolat Djurakulova 2019).
Fairy-tales are found throughout the world. Many of them are very ancient because the same plots and their elements have survived in different cultures on all the continents. Every person in his lifetime has many times experienced the miraculous impact of fairy-tales on his imagination, mind and feelings. They are our intellectual heritage, which never become obsolete, but always captivate emotionally with their simplicity, imagery and deep philosophy. But we seldom reflect upon the content of fairy-tales, not only in their ethical aspect but also as a source of different kinds of knowledge, including the knowledge of mathematics. However fairy-tales are not so widely used in mathematics education in primary schools and preschools because there is not completely evaluated mathematics content in fairy-tales. Fairy-tales in a simple conspicuously imaginary way reflect mathematical notions and connections. When listening to and reading fairy-tales everyone experiences in his imagination the adventures of the heroes of fairy-tales, different situations in which they find themselves, they observe what happens and remember the expressions the heroes use, the settlement of different situations. Each generation have their favourite heroes of fairy-tales. For some it is the Thumbling, the Thumbelina or the princess Nesmejana, for others it is Karlsons or the bear Vinny Pooh, for some others it is Harry Potter. These characters are so bright emotionally that their impact is lasting throughout one's lifetime. Even statesmen interweave now and then a character of fairy-tales in their speeches.
The analysis of the content of fairy-tales leads to the conclusion that all kinds of fairy-tales contain mathematical notions and connections, but they found a little more in fairy-tales of miracles. In them, for example, the father's son walks down the road till he comes to the cross-roads. There he has to choose which road to take. If he turns to the right he will come across some events, if he turns to the left he will experience quite different events, but if he goes straight still other events will await him there. Thus the son is offered three conditions and he has to choose one of them. Here are given clearly seen figurative representations, which form the foundations of the theory of probability. Fairy-tales brightly reflect the interconnection between the size and measure there are used different measures - the thumb (The Thumbeling, the Thumbelina), an inch (Tom Thumb), the distance of a call, a three-step length, etc. The role of fairy-tales in the child's development
METHODS
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Fairy-tales are usually explained as being fancy prose, more seldom as poetry, compositions, which have mainly found their expression in fairy-tales. The typical character of the European fairy-tale is a poor, brave and resourceful hero or heroine, who come into wealth and well-being after many risky trials. The German fairy-tales collected by the Brothers Grimm, have been retold in numerous variants. The form of fairy-tales can be used to express ethical and literary ideas, as the Danish writer Hans Christian Andersen did it. The plots of Latvian fairy-tales are very much alike the fairy-tales of other European peoples. One of the most prominent collectors and arrangers is Anss Lerhis-Puskaitis (1859-1903). The fairy-tales published by him in 1891 are well-known to everyone. Professor P. Smits has made a collection of fairytales and tales in fifteen volumes. It should be noted that in the introduction to this edition P. Smits especially stressed the educational and teaching role of fairy-tales in the children's development. In their time the Brothers Grimm named their collection of fairy-tales "Kinder-und Hausmgrchen" (Children-and home fairy-tales), and it was done so for didactic aims. "Gesta Romanorum", composed in the beginning of the 14th century and used by clergymen in their sermons was used for this purpose, too. Tatjana Zinkevica-Jevstignejeva (Zinkevica-Jevstignejeva, 2004) admits that fairytales have been used as an educational and learning means since ancient times. It is possible with the help of metaphors to give children knowledge, without pressing and moralizing, about life, the relations among people, different possibilities of how to live one's life. Already in ancient times the grown-ups passed knowledge to the children through tales and fairy-tales, stories and legends. Our ancestors have encoded various life situations and potential modes of behaviour, as well as concrete knowledge, in the fairy-tales. These codes have survived up to our times and they help us comprehend the world around in interconnections.
The style of fairy-tales is simple they do not urge children to make immediate logical judgements and conclusions. Fairy-tales offer characters with the help of which children imperceptibly learn the information necessary for life. Fairy-tales are full of activities, events and changes following one another. The language and style of the fairy-tales are understandable for children. The language is simple, but at the same time promising secrets and miracles: 'once upon a time in a certain country....', in olden times when birds and animals could speak, etc. Fairy-tales take children to a world of things, relations and conceptions, which in everyday routine often may remain unnoticed and they are unconscious of them. Fairy-tales make them look at, realize and comprehend them as if being observers. They prepare children for further
Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 4
educational, natural and social sciences 0 ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423
perception of things and connections, which in their turn guarantee a successful beginning of learning at school and in their further life.
The outstanding representative of humanitarian pedagogy V. Suhomlinskis (Suhomlinskis, 1974) has said once: 'I cannot imagine learning without listening to fairy-tales and composing them.'
Many educators, among them K.E. Vandergrift (Vandergrift, 2004) suggests using fairy-tales more actively in the study process. It is a means of developing a creative, educational and learning stimulating environment, by involving the children's imagination and asking them to interpret and explain the expressions and actions of the heroes of fairy-tales.
RESULTS AND DISCUSSION Expressions in fairy-tales characterizing mathematical notions
Fairy-tales are an excellent means in the acquisition of mathematical notions and connections, because they contain many significant parts of mathematics: the basic notions of arithmetic, algebra, geometry, numerical theories, the theory of probability and others.
Four fairy-tales, best known for generations, were chosen for the theoretical analysis - Little Red Riding Hood, Tom Cat in High Shoes, Little Snow White and the Thumbelina.
Little Red Riding The Cat in Littler Snow The Thumbelina
Hood Boots White H.CH. Andersen
Sharl Perro Sharl Perro The Brothers Grimm
Measures Not far (from); Small Too many A little child; a
and far; very far; the inheritance; (much); the little girl;
their shortest road; the a wide world; hatred grew thumb-long; a
measurement longest road; a great bigger and big toad; light as
long time; a small riches; great bigger; a thick swan down;
wooden box for strength; the wood; a small deep
butter; long arms; smallest cottage water; the small
long legs; big anima (house); a drop birds; a big
ears; big eyes; big of wine; too cockchafer; the
teeth; another long; too short; biggest leaf; a
village small pieces vast
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field; a small cottage; a small piece; large rooms; a tall poll; three pieces; a tiny person
Number, Still more; more Three sons; Three red Twelve
quantity than three days three blood drops; shillings; two
brothers; one seven years; white
tom-cat; a thousand fold; horsehairs;
pair of boots; quite by many water-
many rabbits; oneself; seven lilies; many
two small plates; picturesque
partridges; the seventh places; two
two, three small bed; days; two
months; seven dwarfs; small songs;
many times; seven small both of
all the candles; the them; four
clothes; a third; the fifth; spiders
hundred the sixth; the
other seventh; one
kindnesses; a and the second
couple of half of the
times; apple; three
all; all the days; both
countries;
three,
five, six to
by-jugs of
beer
Direction To go through the wood; down To stretch on the grass; to go in; along Snowflakes came down the sky; to run To jump on the table; to jump back; along the
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the riverside; past; to run garden; to swim
to drive past; across sharp down with the
to stones; to run stream; to fly on
pass by; to through thorns; the tree; to bring
run to carry (bring) down; to go out
ahead the to the palace through the
coach; to door; to fly high
drive through above the hills;
to fly up high in
the air
Sequences The first house of The eldest Each; from the
the village son; the first moment;
second son; seven little
the youngest beds arranged
brother; the in a row; to
next time take something
from each little
plate; to drink
from each little
mug; To try
every little bed
in turns
Geometrical The green leaf
coherence and
the butterfly
were
floating farther
because he was
tied
to it; each
snowflake
which struck the
Thumbelina was
for her the same
as a whole
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shovel of snow
for us
The Above (over); Under the big To sit at the To gird the
geometrical under the blanket; stone; inside window; deep butterfly with a
place on the chest; in the wood; belt; far in the
beside (next to) on top of the hill forest; deep under the earth; to sit on someone's back; to sit high in the nest
Time Midwinter;then (afterwards); a year later; the whole day A month
Functional With every day
coherence more beautiful; to run to exhaustion
4. Teachers' Points of View on the Mathematical Notions in Fairy-tales
A poll of 86 teachers was carried out to clarify their points of view concerning the mathematical notions found in fairy - tales, which can be used for the learners' comprehension. The teachers' opinions were that the learners can acquire the following mathematical notions:
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picture 1
100
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■ picture 1
1) differentiate between the following notions: one, many (much), one by one, no one, more, fewer (less), more than, less (fewer) than;
2) make up rows of numbers in growing and diminishing order;
3) name the numerals;
4) divide objects into two parts and in halves;
5) determine objects according to their size: long (tall), short, wide, narrow, high, low, thick, thin, the longest, the shortest, the widest, the narrowest, etc.;
6) use different measures and measure different objects;
7) define directions in space;
8) name the parts of twenty - four hours;
9) identify geometrical forms and figures.
Picture 1.: Teachers' Points of View on the Mathematical Notions in Fairy-tales
Most teachers acknowledge that fairy-tales can be used best of all when learning to differentiate between the notions one, many (much), one by one, no one, more, fewer (less), more than (less than) (88%), and when learning to determine objects according to their size: long, short, wide (broad), narrow, high, low, thick, thin, the longest, the shortest, wider, narrower, etc. (87%). The number of teachers who see the importance of fairy-tales when teaching children to name the parts of twenty-four hours is a little smaller (78%).
Less than half of the respondents (45%) mark out the usefulness of fairy-tales when learning to name the ordinal numerals which seems a little surprising as the numerals first, second, third are often used in fairy-tales.
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Only 6% of the respondents consider it necessary to use fairy-tales for the identification of geometrical forms and figures. It should be mentioned that comparatively seldom these geometrical notions are used in fairy-tales.
However, the teachers see the usefulness of fairy-tales when learning to make up rows of numbers in growing and diminishing order (21%), to divide objects into two parts and to have them (28%), to use different measures and measure them (17%), to define directions in the room (26%).
Djurayeva Dilnoza (Tashkent 2016) admitted Entertaining math can be used at beginning of lesson, at the end of lesson, in the moments of rest. Skillfully, the selected task increase the interest of children in mathematics, the level of learning process.
Consequently, fairy-tales include a number of notions which help children get mathematical notions about the surrounding world, its variety and glory. Fairy-tales not only develop children's imagination but also develop their skills to use mathematical connections and basic notions in a simple understandable language in primary and preschools mathematics education, at the same time putting stress on these connections and so paving the way to further serious acquisition of the systemic course of mathematics.
It is advisable to use fairy - tales for the development of the learner's comprehension of mathematical notions. It can be done in various ways. Here are some of them:
- by drawing the learner's attention to particular mathematical notions or coherence, and encouraging them to find similar ways of expression in other fairy - tales;
- by asking the learners to compose fairy - tales of their own, making use of definite mathematical notions and coherence;
- by encouraging the learners to illustrate situations in fairy - tales, which refer to mathematical notions and coherence.
For example, when asking the children to make up a fairy-tale about three small frogs, a high hill and descending it, or asking the children to recall which fairy-tales tell us about two sisters or three brothers, or asking the children to draw the flight of the Firebird slantwise across the sea.
In this investigation is more analyzed content of fairy-tales for mathematics education. In futures investigations could be particularly analyzed efficiency fairy-tales using for achievements of children in mathematics lessons.
CONCLUSION
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REFERENCES
[1] Adolat, D. (2019). A system of exercises promoting the development of creative abilities of junior schoolchildren in mathematics classes. European Journal of Research and Reflection in Educational Sciences, 7 (12), 126-132
[2] Philip, N. (1997) The Illustrated Book of Fairy Tales. London: Dorling Kindersley Limited.
[3] Suhomlinskis, V. (1974) Sirdi atdodu berniem. Riga: Zvaigzne.
[4] Vandergrift, K.E. ( 2006) Snow White Teaching. - www.scils.rutgers.edu (12.05.2008.)
[5] Джураева Д. Бошлангич синф математика дарсларида ностандарт масалаларни мулохаза юритиш усули билан ечиш. Замонавий таълим. Тошкент 2016, №9, 51-566
[6] Rudite Andersone, Dr.paed., professor, University of Latvia, Riga, Latvia, e-mail: ruditean@latnet.lv
