The success of school education depends on how rationally the methodology of teaching mathematics in primary grades is chosen. Let's analyze the features of their choice at different stages.
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 select a special methodology for teaching mathematics, which contributes to the development of logical thinking, improving the quality of mastering elementary mathematical operations and actions by schoolchildren.
Pre-preparation of children contributes to the formation of a positive attitude towards mathematics.
Modernization of mathematical education in preschool educational institutions
Practical activities of teachers and psychologists contributed to the improvement of the content of teaching preschool children. Thanks to such studies, modern approaches to the methodology of teaching mathematics, in particular in kindergartens, have changed significantly.
Various programs of education and training in kindergarten are being reorganized in full accordance with the requirements of the elementary school, designed with an eye on the logical development of children.
The methodology of teaching mathematics involves the development of logical skills in children from the age of two. In the older group of preschool educational institutions, the core of the program is the formation of ideas about the number. Significant attention is paid to improving the abstract and figurative imagination of children, instilling in them an interest in mathematics as an amazing field of human knowledge. To do this, educators offer a variety of creative tasks that involve the involvement of preschoolers in productive activities.
Goals of preschool mathematics education
Goals and objectives of the methodology for teaching mathematics in kindergarten:
- preparing children for primary school;
- development of imagination and intellect.
Skills that children should master by the age of six:
- form a new number by adding one to the previous one;
- distinguish and name without errors the numbers from one to nine;
- set ratios between numbers (less and more);
- come up with examples from pictures to reduce and increase;
- understand tasks to find the amount and balance according to the proposed drawings.
1st Grade Math Program
Why is primary teaching methodology so important and relevant? Mathematicians instill interest in their subject in the younger generation, and this can be achieved in many ways. Children are taught this subject from the first grade. They must master certain knowledge:
- be able to group and organize objects according to the main features;
- find geometric shapes on models and drawings (triangles, hexagons, squares, pentagons);
- build segments according to a given value;
- count up and down to ten;
- own the technique of comparing several physical quantities;
- apply mathematical knowledge in everyday life, in games;
- solve addition and subtraction problems;
- own measures of length, mass, volume;
- divide geometric shapes into several parts.
According to the Federal State Educational Standard, the methodology of teaching mathematics involves mastering the following skills by first-graders:
- count items;
- write numbers up to 20;
- name the next and previous numbers in the range from 1 to 20;
- compose and solve examples for subtraction and addition in the range of 10;
- make tasks according to pictures, perform actions with objects;
- solve simple arithmetic problems using addition and subtraction;
- rulermeasure the length of a segment in centimeters, build segments of a certain length in a notebook;
- compare polygons with each other, subdivide them according to different criteria;
- distinguish the spatial position of the object;
- use the algorithm of actions when solving examples.
Program Sections
Methodology of teaching mathematics in secondary school involves the allocation of five sections in the mathematics program:
- invoice and quantity information;
- size details;
- concepts of space;
- form knowledge;
- shape representation.
In the first grade, teachers pay attention to the formation of children's knowledge about special terminology. The guys memorize the names of the desired and data, the components of subtraction and addition, acquire the skills of writing simple mathematical expressions.
Different types of methods of teaching mathematics in elementary school contribute to the deepening of knowledge about polygons (quadrangles, triangles), their elements (corners, vertices, sides).
Teachers at this age pay special attention to purposeful and complete knowledge of the properties of figures, highlighting essential features. First-graders acquire the skills of highlighting right and indirect angles, constructing segments of different lengths, drawing various geometric shapes in notebooks.
Mathematics Primary Subject
Methods of teaching mathematics is a separate branch of pedagogy, which is included in the totality of pedagogical sciences. She studies the patterns of teaching children mathematics in full accordance with the goals that society sets for the school.
The subject of the methodology for teaching mathematics in elementary school is:
- justification of the objectives of teaching the subject;
- scientific study of the content of mathematical education;
- selection of teaching aids;
- organization of the educational process.
The main components of the methodological complex are: methods, content, goals, means, forms of education.
Methods of teaching mathematics are connected with developmental psychology, pedagogy, and other sciences. Without a teacher's knowledge of child psychology, it is impossible for students to form knowledge, master mathematical concepts and terms.
Pedagogical research methods
Methods of teaching mathematics at school are based on observation, experiment, study of school documentation, consideration of students' work, questionnaires, individual conversations.
Modeling, cybernetic and mathematical methods are currently being applied.
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.
Remedial Education
"Methods of teaching mathematics in a correctional school" by M. Perova is a reference book for mathematics teachers working with special children. As part of teaching children, the author assumes the formation of elementary concepts in schoolchildren about natural numbers, decimal and ordinary fractions, units of measurement of various quantities (length, time, volume). Children must master the four basic arithmetic operations: addition, subtraction, division, multiplication.
The peculiarity of learning is to involve students in play activities, 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 wards.
Methods 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 an educational subject, mathematics has the necessary prerequisites for the development and improvement of children's cognitive abilities.
"Methods of teaching mathematics" Perova M. N. is a book that indicates the main methods and techniques of work in a correctional school. It is also expedient to use them in work with weak primary school students of the regularcomprehensive school.
Thanks to mathematics, such forms of thinking as synthesis, analysis, comparison are formed in children, the ability to concretize and generalize develops, conditions are created for correcting attention, memory, and mental functions.
Schoolchildren acquire the skills of commenting on their actions, which positively affects the communicative culture, contributes to the development of speech functions.
Thanks to children's mastery of 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 Bantova M. A. contains the basic techniques, thanks to which children in elementary school successfully master the features of measuring actions, the skills of solving arithmetic problems, the features of oral and written counting.
Methods of teaching mathematics according to this method imply joint activities of students and a teacher, thanks to which the teacher transfers, and children learn skills, knowledge, skills.
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 who have deviations from normal development, the teacher uses the method of presenting knowledge (story). To concentrate the attention of children, the teacher involves students in a conversation. During such a dialogue, the teacher asks simple questions, answering which children not only demonstratetheir mathematical knowledge, but also develop speech.
When selecting teaching methods, the teacher takes into account the age characteristics of children, their level of knowledge of educational material, social adaptation.
Based on the experience of children, the teacher gradually raises the intellectual level of schoolchildren, leads them to realize the importance of mathematical knowledge, the need to independently obtain information.
Among the effective methods of work, the possession of which characterizes a teacher as a true master of his craft, the leader is independent work.
Depending on whether the teacher plans a productive or unproductive activity, the following methods are distinguished:
- an explanatory and illustrative method in which the teacher introduces the children to the sample, then invites them to reproduce actions, knowledge, tasks in accordance with it;
- partial-search method, involving the active participation of schoolchildren in solving the task of the lesson;
- research method that encourages students to solve certain problems.
Experienced mathematicians use a combination of the methods listed above in their work. As part of the requirements of the Federal State Educational Standard of the new generation, the teacher uses the method of problem-based learning in mathematics lessons. He poses a certain problem for the students, invites his wards to cope with it. If the children do not have enough theoretical knowledge for this, the teacher enters the process as a consultant.
In the special school, lengthy explanations of new things are not allowedmaterial.
The teacher breaks it down into several small, logically complete pieces. Between them, a demonstration of visual aids is acceptable, as well as independent work. After the conversation, the math teacher applies the conversation method. He offers the children a series of questions, thanks to which he analyzes the assimilation of the material studied by the children.
Questions should be thoughtful, logical, short, understandable for children. When organizing frontal work, the teacher takes into account the individual capabilities of each student.
Summarize
When choosing a teaching methodology, a mathematics teacher is guided by the requirements of new educational standards, the content of this academic discipline. Mathematics is taught on the basis of a program that is built according to linear and concentric principles. The second option involves the initial study of a mathematical concept in its simplest form. Further, the teacher deepens and expands information about this concept.
In elementary school, this method is used when introducing numbers, then it is transferred to the middle school for students to perform simple algebraic actions.
The linear principle is that the program is designed in such a way that the transition from simple to complex is carried out. For example, in geometry, initially the guys get an idea of \u200b\u200bgeometric shapes on a plane. Further, this information is transferred into space, the guys learn to characterize geometric shapes, taking into accountthree coordinates.
Mathematics programs are compiled in conjunction with other academic subjects. In particular, in the middle link there is a connection between mathematics and physics. Currently, teachers divide mathematics lessons into several types: reporting new material, consolidating skills and abilities, combined classes, a knowledge control lesson.
Each lesson has its own structure, consisting in consolidating and checking ZUN, working out new material, issuing homework.
The programs currently used by mathematics teachers are a government document. They are approved by the methodological council of the educational institution, meet certain requirements adopted by the educational institution.
Methodological techniques recommended by federal state standards and implemented in domestic education allow mathematics teachers to fully take into account the individual characteristics of each child, build individual educational trajectories for each of them.
In addition to communicating new information, the teacher creates optimal conditions for the development of the logical thinking of schoolchildren, the formation of their cognitive interest in the exact sciences.
