2014 | 9(43) | 108-116
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Forming mathematical notions of primary schoolchildren on the basis of competence approach
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The article deals with the peculiarities of forming mathematical notions of primary school pupils. It is found out that in the process of mathematical notions forming when teaching primary school children on the basis of competence approach special attention should be paid not only to the level of notions acquired but also to the skill of their correct implementation. It means that one should be able to deal with new notions, find correlations and generalize notions in the new circumstances. The foundations of continuous and meaningful learning are outlined. In order to achieve this aim it is essential that schoolchildren get acquainted not only with a single notion but also with their classes and groups, thus approaching mathematics in hierarchical manner. The orderly system of mathematical concepts is relatively basic in nature and reflects the objects in their relationship and interdependence. Moreover, this system is comprehensible for primary schoolchildren. It is the notion forming that affects the advancement of mathematical knowledge from elementary to high school. The article states that the content of teaching methods of educational sector «Mathematics» provides a sequence of mathematical notions forming based upon competence approach: 1) data supply of different generalization levels (numbers, arithmetic components, the names and values of geometric shapes etc.); 2) disclosure of calculus succession (calculation, measuring, practical work etc.); 3) symbols, schemes, and mathematical signs of systems introduction; 4) mathematical concepts and notions understanding; 5) the deliberate manipulation of mathematical notions in educational practical situations which serves as a tangible contribution in pupils’ key communicative competence forming. It is found out that mathematical notions forming on the bases of competence approach is a dynamic constantly developing system, and each new notion is formed gradually with increasing levels of difficulty. Today primary school should focus its efforts on making pupils being able to acknowledge mathematical notions, to create a system of mathematical notions, correlate between system elements. Moreover, their ability to deal with notions and concepts in a conscious way: single out the core material, analyze, synthesize, compare, summarize, and implement knowledge in new educational and life situations.
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