DEVELOPING COMPONENT OF THE CONTENT OF MATHEMATICAL EDUCATION OF THE PRIMARY SCHOOL TEACHER

Abstract

In the article the state and trends of the development of the problem of establishing links between the mathematical education of primary school teachers and their readiness and ability to form the mathematical competence in pupils of primary school which are based on developing learning are analyzed. The teaching of mathematics should contribute to the formation in the pupils of general education skills, speech culture, clarity and accuracy of thought, critical thinking, ability to feel the beauty of an idea, method of solving some task or a problem and also should form such personality traits as diligence, accuracy; to promote the development of the will, attention, imagination of pupils; to stimulate the development of interest in mathematics; to develop the ability to study and independent work skills.

The basic requirements to the mathematical education of primary school teachers are determined and the criteria for the formation of their mathematical competence are determined. Mathematical education is multifunctional and focuses not only on the implementation of specialized activities on the rational use of the mathematical apparatus, but also plays an important role in the cultural growth of the individual.

The modern approaches to the selection and formation of the developing component of the content of math­ematical education of the primary school teacher on the basis of the competence approach are described. It is provided by the interesting didactic material in the studying of mathematical concepts, properties and methods of action, which are based on the idea of changing the subject, figurative, graphic and mathematical properties of models; the detection of patterns and different dependencies, and also the properties that contribute to the formation of such qualities of thinking as independence, depth, criticality, flexibility.

The essence, content and structure of the professional competence of the primary school teacher were determined, conditions were found, technological bases of its formation were developed. It is proved that for the training of a specialist it is sufficient to turn to the sphere of his experience (knowledge, skills and abilities) and the cognitive sphere (attention, perception, memory, thinking). And becoming a “competent” specialist, in addition, provides for the development of appropriate personality and psychological qualities – professional self-awareness, the need for achievements, internal motives of professional activities, etc.