Keyword: «mathematical representations»

The article deals with the system of work in a primary school on the development of logical thinking with the use of folklore. The author shows the techniques and methods of forming mathematical concepts.

. Children with mental retardation have significant deviations in the development of mental processes, motility and emotional-volitional sphere. This makes it difficult for them to master the mathematical knowledge necessary for the formation of a full-fledged social experience. Formation and development of mathematical concepts in preschoolers with intellectual disabilities is impossible without targeted correctional and developmental work. The article is devoted to the study of mathematical representations of preschoolers with mild mental retardation. Concrete examples are given related to the mastery of mathematical material by mentally retarded children of five to seven years old. Attention is focused on the peculiarities of the formation in children of ideas about quantity, space, time, size, form.

the article reveals the problem of the formation of quantitative representations of older preschoolers, their features, substantiates the need to use play activity in the formation of quantitative representations of older preschoolers; describes the content of work on identifying the level of formation of quantitative representations in older preschoolers, formulated pedagogical conditions and selected games and exercises with the aim of effectively forming quantitative representations of older preschoolers on the basis of play activities.

The article deals with the problem of the formation of ideas in preschool children about geometric shapes. The subject, object, goals, objectives are identified and a research hypothesis is built. The theoretical aspects have been studied and analyzed. In our study, we will look at how preschoolers form an idea of geometric shapes using didactic games. The results of the work carried out are also described, the levels of formation of children's ideas about geometric shapes are revealed. The author has developed a didactic complex.

This article examines the issues of continuity between a preschool educational organization and an elementary school in the aspect of the formation of mathematical representations in children. The authors present the results of the research work, as well as a brief description of the organization of work aimed at maintaining continuity between a preschool educational organization and an elementary school in the aspect of the formation of mathematical representations in children.