The success of schooling depends on how rationally the methodology of teaching mathematics in primary grades is selected. Let us analyze the features of their choice at different levels.
The school systematically raises the requirements for the intellectual development of children. To improve the preparation of children of six years of age, special preparatory classes are organized at schools and in preparatory groups of kindergartens.
Preschool education
To work with kids, teachers choose a special method of teaching mathematics, which contributes to the development of logical thinking, improving the quality of learning by students of elementary mathematical operations and actions.
Preliminary preparation of children contributes to the formation of a positive attitude towards mathematics.
Modernization of mathematical education in a preschool educational institution
The practical activities of teachers and psychologists contributed to the improvement of the content of education for preschool children. Thanks to such studies, modern approaches to the methodology of teaching mathematics, in particular in kindergartens, have substantially changed.
Variable education and training programs in kindergarten are being rebuilt in full accordance with the requirements of elementary schools, developed with an eye to the logical development of children.
The methodology of teaching mathematics involves the development of logical skills in babies from the age of two. In the senior group of DOW, the core of the program is the formation of ideas about the number. Considerable attention is paid to improving the abstract and imaginative imagination of children, raising their interest in mathematics as an amazing area of human cognition. To do this, teachers offer a variety of creative tasks, involving the involvement of preschool children in productive activities.
Objectives of Preschool Mathematics Education
The goals and objectives of the methodology of teaching mathematics in kindergarten:
- preparing children for elementary school;
- development of imagination and intelligence.
Skills that children must possess by the age of six:
- to form a new number, adding to the previous unit;
- distinguish and name without error numbers from one to nine;
- establish relationships between numbers (less and more);
- come up with examples of pictures to reduce and increase;
- understand the tasks of finding the amount and balance of the proposed figures.
Grade 1 Mathematics Program
Why is the teaching of elementary school so important and relevant? Mathematicians instill interest in their subject among the younger generation, and this can be achieved in various ways. The guys have been studying this subject since first grade. They must possess certain knowledge:
- be able to group and systematize objects according to the main characteristics;
- Find geometric shapes on models and figures (triangles, hexagons, squares, pentagons);
- to build segments for a given value;
- count in the direct and reverse order to ten;
- own a technique for comparing several physical quantities;
- apply mathematical knowledge in everyday life, in games;
- solve problems of addition and subtraction;
- own measures to measure length, mass, volume;
- Divide geometric shapes into several parts.
According to GEF, the methodology of teaching mathematics involves the mastery of first graders of the following skills:
- count objects;
- record numbers up to 20;
- name the next and previous numbers in the range from 1 to 20;
- Compose and solve subtraction and addition examples in the range of 10;
- draw tasks according to drawings, perform actions with objects;
- solve simple arithmetic problems using addition and subtraction;
- measure the length of the segment in centimeters with a ruler, build segments of a certain length in a notebook;
- compare polygons with each other, subdivide them according to different signs;
- distinguish the spatial position of the subject;
- use the action algorithm when solving examples.
Program sections
The methodology of teaching mathematics in high school involves the allocation of five sections in a mathematics program:
- account and quantity information;
- size information;
- concepts of space;
- knowledge of the form;
- idea of the form.
In the first grade, teachers pay attention to the formation of children's knowledge of special terminology. The guys remember the names of the sought and data, the components of the subtraction and addition, acquire the skills of writing simple mathematical expressions.
Various types of methods of teaching mathematics in elementary school contribute to the deepening of knowledge about polygons (quadrangles, triangles), their elements (corners, vertices, sides).
Particular attention of teachers at this age is paid to a focused and complete knowledge of the properties of figures, the allocation of essential features. First-graders acquire the skills of distinguishing straight and indirect angles, constructing segments of different lengths, and images in notebooks of various geometric shapes.
The subject of elementary education in mathematics
The methodology of teaching mathematics is a separate branch of pedagogy, which is included in the totality of pedagogical sciences. She studies the laws of teaching children mathematics in full accordance with the goals that society sets for the school.
The subject of teaching mathematics in elementary school is:
- substantiation of the objectives of teaching the subject;
- scientific study of the content of mathematical training;
- selection of teaching aids;
- organization of the educational process.
The main components of the methodological complex are: methods, content, goals, means, forms of training.
The methodology of teaching mathematics is associated with age-related psychology, pedagogy, and other sciences. Without mastering the pedagogy of child psychology, it is impossible to develop students' knowledge and mastery of mathematical concepts and terms.
Methods of pedagogical research
The methodology of teaching mathematics at school is based on observation, experiment, study of school documentation, consideration of students' work, questionnaires, and individual conversations.
Currently, modeling, cybernetic and mathematical methods are used.
Key concepts in the course
Educational goals and objectives of mathematical education: the formation and development of ideas about geometric shapes and mathematical concepts.
Educational goals and objectives: the development of ideas about cognitive processes, including the mental and practical activities of schoolchildren.
Practical goals: the formation of skills in the use of mathematical skills, knowledge, skills for solving real life problems.
Corrective education
“Methods of teaching mathematics in a correctional school” Perova M.N. is a handbook of mathematics teachers working with special children. In the framework of teaching children, the author assumes the formation of elementary concepts in schoolchildren about natural numbers, decimal and ordinary fractions, units of measurement of different quantities (length, time, volume). Children must master four basic arithmetic operations: addition, subtraction, division, multiplication.
The peculiarity of the training lies in the involvement of schoolchildren in the game activity, in which the teacher instills in children an interest in the subject. It is in the game that the teacher forms elementary mathematical concepts in his students.
The methodology of teaching mathematics in a correctional school involves taking into account the psychological and physiological characteristics of children. The teacher develops accuracy, perseverance, perseverance in children.
As a subject, mathematics has the necessary prerequisites for the development and improvement of cognitive abilities of children.
"Methods of teaching mathematics" Perovoi M.N. is a book in which the basic methods and techniques of work in a correctional school are indicated. It is advisable to use them in work with weak primary school students of a regular comprehensive school.
Thanks to mathematics, children form such forms of thinking as synthesis, analysis, comparison, develop the ability to concretize and generalize, create conditions for correcting attention, memory, and mental functions.
Students acquire the skills of commenting on their actions, which positively affects the communicative culture, contributes to the development of speech functions.
Owing to the mastery of children by the simplest skills and abilities of counting, written and oral calculations, children can successfully solve practical life problems.
The book “Methods of Teaching Mathematics” by M. Bantovoy contains the basic techniques, thanks to which children in elementary school successfully master the features of measuring operations, the skills to solve arithmetic problems, and the features of oral and written counting.
Methods of teaching mathematics using this technique involve the joint activities of students and the teacher, thanks to which the teacher transfers, and the children learn skills, knowledge.
The choice of teaching methods proposed by the author is due to the following factors: the tasks set by the school at the present stage, age characteristics, their level of readiness for mastering educational material (in mathematics).
In working with children with deviations from normal development, the teacher uses the method of presentation of knowledge (story). To concentrate the attention of children, the teacher involves students in the conversation. During this dialogue, the teacher asks simple questions, answering which children not only demonstrate their mathematical knowledge, but also develop speech.
When choosing teaching methods, the teacher takes into account the age characteristics of children, their level of knowledge of educational material, and social adaptation.
Based on the experience of children, the teacher gradually raises the intellectual level of students, brings them to the realization of the importance of mathematical knowledge, the need for independent information.
Among the effective methods of work, the possession of which characterizes the teacher as a true master of his craft, independent work leads.
Depending on whether productive or unproductive activities are planned by the teacher, the following methods are distinguished:
- explanatory and illustrative method, in which the teacher introduces the children to the sample, then we invite them to reproduce the actions, knowledge, tasks in accordance with it;
- partial search method, involving the active participation of schoolchildren in solving the problem of the lesson;
- research method that helps students solve specific problems.
Experienced mathematicians use a combination of the methods listed above in their work. As part of the requirements of the new generation of GEF, the teacher uses the methodology of problem-based teaching in mathematics lessons. He poses a specific problem for the students, invites his students to cope with it. If the children lack theoretical knowledge for this, the teacher enters the process as a consultant.
In an auxiliary school, a long-term explanation of new material is not allowed.
The teacher breaks it into several small, logically completed pieces. Between them, a demonstration of visual aids, as well as independent work, is permissible. After the conversation, the math teacher applies the conversation method. He offers the children a series of questions, thanks to which he analyzes the children's assimilation of the studied material.
Questions should be thoughtful, logical, concise, understandable for children. When organizing front work, the teacher takes into account the individual capabilities of each student.
To summarize
When choosing a teaching methodology, a math teacher is guided by the requirements of new educational standards, the content of this educational discipline. Mathematics training is carried out on the basis of the program, which are built according to linear and concentric principles. The second option involves an initial study of the mathematical concept in its simplest form. Further, the teacher deepens and expands information about this concept.
In elementary school, this method is used to get acquainted with numbers, then it is transferred to the middle link for students to perform simple algebraic actions.
The linear principle is that the program is designed so that the transition from simple to complex is carried out. For example, in geometry, initially the guys get an idea of the geometric figures on the plane. Further, this information is transferred to space, the guys learn to characterize geometric shapes with three coordinates.
Programs in mathematics are compiled in conjunction with other academic subjects. In particular, the link between mathematics and physics is traced in the middle link. Currently, teachers divide mathematics lessons into several types: messages of new material, consolidation of skills, combined lessons, a lesson in knowledge control.
Each lesson has its own structure, which consists in fixing and checking the ZUN, developing new material, and issuing homework.
The programs currently used by teachers of mathematics are a state document. They are approved by the methodological council of the educational institution, meet certain requirements adopted by the educational organization.
Methodical methods recommended by federal state standards and implemented in domestic education allow mathematics teachers to fully take into account the individual characteristics of each child, to build individual educational trajectories for each of them.
In addition to communicating new information, the teacher creates optimal conditions for the development of logical thinking of students, the formation of their cognitive interest in the exact sciences.