FEATURES OFPRIMARY SCHOOL CHILDREN INTELLIGENCE DEVELOPMENT USINGMENTAL ARITHMETIC

Kasen GA, Ph.D., Acting Professor,

Dautova J., 1^st course MD candidate in "Pedagogy and Psychology"

Department of pedagogy and educational management,

Faculty of Philosophy and Political Science, Al-Farabi Kazakh National University.

Almaty, Kazakhstan

Summary

The authors demonstrate the need for intelligence development in primary school children with the help of mental arithmetic. Noting that the comprehensive development of children's intelligence duringprimary school age is in several different directions (absorption and active use of speech as a means of thinking, connection and all kinds of thinking influencing each other, etc.), the authors refer to the possibility of mental arithmetic to be involved in function of complex operation of the two hemispheres of the brain. It is proved that the school-age children, this technique helps to balance and develop the capabilities of the brain: the ability to count orally, quickly and accurately; analytical thinking; concentration, attention; aptitude to the natural sciences; visual differentiation, perception, photographic memory; intelligence, logic, spatial imagination.

With the arrival of a child to school restructuring of all its cognitive processes, the acquisition of the qualities inherent in adults beginsunder the influence of training. This is due to the fact that children are included in new activities and system of interpersonal relationships, which require new psychological qualities. General characteristics of the cognitive processes of the child should be their arbitrariness, productivity and sustainability. During the lessons, for example, a child from the first days of training it is necessary for child to maintain attention for a long time, be assiduous enough to receive and remember everything teacher says.

Psychologists have proved that ordinary children in primary schools are quite capable, if properly educated, assimilate more complex material than that which is given on the current training program. However, in order to skillfully use the available reserves in the child, it is necessary to solve two important tasks beforehand. The first of these is that, as soon as possible to adapt the children to work in school and at home, to teach them to learn without wasting physical effort, to be attentive and assiduous. In this regard, the curriculum should be designed in such a way as to bring and maintain an ongoing interest among the students.

The second problem arises from the fact that during adaptation processes develop thought processes are developed as well as the need to form them without losing the chain: interest-motivation-instruction- intellect.

Complex development of children's intelligence in primary school age goes in several different directions: absorption and active use of speech as a means of thinking; connection and mutual influence on each other’s all kinds of thinking: visual-motor, visual-figurative and verbal-logical [1]; isolation, separation and relatively independent development in the intellectual process of two phases: a preparatory and executive.

In the preparatory phase of problem solution an analysis of its conditions is carried out and a plan is produced, and in the executive phase of the plan is practically implemented. The result is then correlated with the conditions and problems. To all these, there is one thing to be added: ability to think logically and use the concepts.

The first of these areas is associated with the production of speech in children with active its use in a wide variety of tasks. This development is going well, if the child is taught to conduct reasoning aloud, tell the order of thoughts and call the result.

According to this, in our opinion, we need a program that combines these two directions. The program of studying mental arithmetic meets all the above requirements. The mental arithmetic - is a highly effective system of intelligence development with the help of arithmetic on the Abacus.The essence of this system is that in the process of mental arithmetic training the work of both hemispheres of the brain is stimulated. In simple memorization only logic is used - the left hemisphere. In the program of mental arithmetic, the individual works with imaginary accounts starts to use the right hemisphere is responsible for imagination, intuition, creativity, i.e. begins to solve a math problem, seeing numbers as images. Thus the second direction of development of intelligence is realized.

In the first step of learning mental arithmetic, children learn to count by using special instrument that promotes the development of fine motor skills of hands and simple arithmetic. Which means that there is an intensive use of Abacus (Soroban). First, children use the instrument with interest, they solve arithmetic problems by moving bones on the spokes of abacus because it is simple and fun.

The next step - learn how to imagine Abacus in mind and perform calculations on an imaginary abacus - developing "mental counting". At the lessons of mental arithmetic are widely used games, music, singing, exercise to increase the perception of the material and the motivation to learn.

At all stages of learning the child uses both hands for operations with accounts bones, stimulating the work of both hemispheres of the brain. Children perceive all 4 types of mathematical operations of addition, subtraction, multiplication and division. With equal participation of both hemispheres of the brain the process of learning and reflection becomes much more efficient. Exercise by exercise the training gradually weakens binding the child to the Abacus. Then it stimulates his own imagination, so after a few sessions, he will be able to make simple calculations in mind, just imagining Abacus (Soroban) in front of him and mentally moving bones (called working with imaginary Abacus ).

This technique will helpschool-age children to balance the ability of the brain. Also it helps to develop: the functions of both hemispheres; ability to count verbally, quickly and accurately; analytical thinking; concentration, attention span; predisposition to natural sciences; visual differentiation, perception, photographic memory, intellect, logic, spatial imagination.

As you can see, the course of mental arithmetic is aimed at the development of intellectual abilities, a solid foundation for future academic success and personal development.

References:

1. Istratov O.N.Elementary school psychologist directory / Istratov ON, Eksakusto TV - Ed. 7th. - Rostov n / D: Phoenix, 2011 S. 443.