TO THE FUTURE PRIMARY SCHOOL TEACHER ON THE UPBRINGING POTENTIAL OF MATHEMATICS TEACHING

• Євген Лодатко

  Черкаський національний університет імені Богдана Хмельницького

A review of the results of previous years' mathematical preparation of students was carried out, which revealed an unsatisfactory level that has had negative consequences for the acquisition of basic mathematical knowledge. It is emphasized that mathematical preparation in secondary schools has long been associated with the implementation of educational tasks that depend on socio-cultural conditions, political trends, as well as the personal qualities and worldview of the teacher regarding the meaning of mathematical activity.

Recommended Soviet-era assessments of the educational potential of mathematics lessons aimed at forming students' moral and ethical qualities according to virtual ideals of the future are outlined. It is argued that the declared educational "possibilities" of school mathematics that were inherited by the domestic education system from the communist regime do not correspond to the subject matter since they have an ideological rather than mathematical basis.

The surge in various educational "innovations" aimed at implementing environmental, aesthetic, ethical, patriotic, legal education, as well as the development of a number of personal qualities such as independence, diligence, hard work, discipline, organization, responsibility, commitment, collectivism, etc. in students in the post-communist domestic education system is argued to be unwarranted.

The undue attention given to the mentioned educational "innovations" in mathematics lessons is argued to hinder students' qualitative acquisition of mathematical methods and distract them from subject-related activities and ways of thinking that contribute to the development of a mathematical thinking style. Special attention is given to the imposition of text problems with non-mathematical "educational functions" that hinder students' comprehension of the mathematical essence of text problems and do not contribute to their acquisition and generalization of methods for solving them.

The foundations of the current educational potential of teaching mathematics in primary school, taking into account new socio-cultural conditions of educational activities, are presented and characterized.

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