MATHEMATICS IN PRIMARY SCHOOL
Anna K. Vatsueva
3rd year student of the faculty of preschool, primary and special education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
2022
ABSTRACT
In this article, we will try to understand why we need to learn mathematics in the early grades of public school and what the goals of learning it are. We will understand what the teacher's task will be. We will learn the important methodological principles that underlie the content of mathematics instruction. We will also understand how mathematics influences the development of a creative learner.
Keywords: teacher, basics of mathematics, elementary mathematics learning stages, finding answers to questions, memory development, development of wit, logic, inference, results, mathematical development.
INTRODUCTION
Why do we need math in elementary school? In elementary school, children learn the basics of knowledge to move to the next level, where the study of subjects is more in-depth. The challenge for the teacher is not only to teach your child to think logically, but also to make it interesting so that it doesn't turn into a torture. I personally developed an interest in solving various puzzles and conundrums. The main task of an elementary school teacher is to teach a child not only to think logically, but also to be able to work with a textbook, count, write, distinguish geometric shapes, perform simple addition and subtraction operations, draw conclusions, answer posed questions, develop memory and ingenuity.
METHODOLOGY
The eminent Russian mathematician A.N. Kolmogorov wrote: "Mathematics is not just one language. Mathematics is language plus reasoning, it is like language and logic together. Mathematics is a tool for thinking. It concentrates the results of the precise thinking of many people. Mathematics can be used to relate one reasoning to another. The apparent complexities of nature, with its strange laws and rules, each of which allows for a separate and very detailed explanation, are in fact closely related. But if you are not willing to use mathematics, in this vast variety of facts you will not see that logic allows you to go from one to another." Thus, mathematics allows us to form certain forms of thinking necessary to explore the world around us.
RESULTS
The impact of school mathematics on fostering a creative personality. Teaching the art of problem solving in mathematics classes provides us with an exceptionally good opportunity to foster a certain kind of mindset in students. The need for research develops an interest in patterns, and teaches students to see the beauty and harmony of human thought. All of this is, in our opinion, an essential element of the general culture. The course of mathematics has an important impact on the formation of various forms of thinking: logical, spatial-geometric and algorithmic. Any creative process begins with the formulation of a hypothesis. Mathematics, being a good school for constructing and testing hypotheses, teaches to compare different hypotheses, to find the best option, to set new tasks, to look for ways to solve them. Among other things, it also develops the habit of methodical work, without which no creative process is conceivable. By maximizing the power of human thinking, mathematics is the ultimate achievement. It helps a person in self-awareness and the formation of his character.
From first to fourth grade, children solve the following basic types of problems (simple and compound): finding sum and remainder, product and quotient, increasing and decreasing given numbers, difference and multiple comparison, simple triple rule, proportional division, finding the unknown by two differences, calculating the arithmetic mean and some other types of problems.
Children encounter different types of dependencies of magnitudes when solving problems. But it is very typical that students begin to solve problems after and as they learn numbers; the main thing that is required when solving them is to find a numerical answer. Children with great difficulty identify the properties of quantitative relations in specific, private situations, which are usually considered arithmetic problems.
The peculiarity of the content of modern primary education is not only an answer to the question of what a student should know (memorize, reproduce), but also the formation of universal learning activities in the personal, communicative, cognitive, regulatory spheres, providing the ability to organize independent learning activities. Teaching mathematics is an important part of primary general education. This subject plays an important role in shaping younger students' learning skills.
The main goals of elementary mathematics instruction are:
- Mathematical development of younger students.
- Formation of a system of primary mathematical knowledge.
- Upbringing of interest in mathematics and mental activity.
Learned in an elementary course of mathematics knowledge and ways of actions are necessary not only for the further successful study of mathematics and other school disciplines, but also for the decision of many practical tasks in adult life.
Teaching mathematics in elementary school is aimed at the realization of the following tasks:
- Formation of elements of independent intellectual activity on the basis of mastering simple mathematical methods of cognition of the world around (the ability to establish, describe, model and explain quantitative and spatial relations);
- development of logical, symbolic-symbolic and algorithmic thinking;
- development of spatial imagination;
- development of mathematical speech;
- formation of the system of initial mathematical knowledge and skills to apply them for the solution of educational-cognitive and practical tasks;
- formation of the ability to search information and work with it;
- forming initial ideas about computer literacy;
- development of cognitive abilities;
- fostering the desire to expand mathematical knowledge.
Elementary Mathematics is an integrated course: it combines arithmetic, geometric and algebraic material.
The most important condition for comfortable learning of mathematics, corresponding to the pace of learning of each individual child is the creation of favorable conditions for full general intellectual development of each student at a level corresponding to his age features and capabilities, and providing the necessary and sufficient mathematical preparation of the student for further learning. The peculiarity of primary school is that it is at this stage when students should begin to form elements of learning activities. On the basis of this activity a child develops theoretical consciousness and thinking, develops appropriate abilities (reflection, analysis, mental planning); at this age children also develop the need and motives of learning.
With this in mind, the following most important methodological principles underlie the selection of mathematical content in elementary school:
- Analysis of specific teaching material in terms of its general educational value and the need for study in elementary school;
- The possibility of broad application of the studied material in practice;
- interconnection of introduced material with previously studied material; providing continuity with pre-school mathematical training and with the content of the next level of education in secondary school;
- Enrichment of mathematical experience of younger students by including in the course new issues not previously studied in elementary school.
CONCLUSION
Practice shows that it is in elementary school math classes that students learn about sizes and shapes, learn to correctly orient themselves in space, perform logical and analytical operations; it is math classes that teach children to think and develop the intellect. With all of these skills, a child can fully explore the world around them.
REFERENCES
1.Book about A.N. Kolmogorov. (P. 152)
2.Ignatiev V. A., Pchelko A. S., Shor Ya. A. "Methods of teaching arithmetic in elementary school." (Pp. 5,27,37)
3.Kolyagin Yu.M., Oganesyan V.A., Sanninsky V.Ya., Lukanin G.L. ―Methods of teaching mathematics in primary school. General methodology. Textbook. manual for the student nat. - mat. fac. ped. Institutes "(pp. 27-28,207-209,349-351)
4.Pchelko A.S. "Methods of teaching arithmetic in primary school." (Pp. 69-83)
5.Polyak G. B. "Teaching ARITHMETICS in primary school." (P. 9)
