The process of forming elementary mathematical representations is built taking into account the level of development of a visual-effective and visual-figurative thinking of a preschooler and has as its goal the creation of prerequisites for the transition to more abstract forms of orientation in the environment. Mastering various practical ways of comparing, grouping objects by quantity, size, shape, spatial location actually lays the foundation for logical thinking. In the process of forming mathematical representations, preschoolers develop the ability to use indirect methods to evaluate various properties of objects (counting to determine quantity, measurement to determine quantities, etc.), anticipate the result, judge the initial data by the result, understand not only visible external relations and dependencies, but also some internal, the most significant. A definite result of the education of preschoolers is not only the formed system of mathematical representations, but also the foundations of visual-schematic thinking as a transitional stage from concrete to abstract. In children, the ability to analytic-synthetic and classifying activities, abstracting and generalizing is improving.
Ulugbek Musoev (Sat,) studied this question.