WORKING WITH CONTEXTUAL PROBLEMS IN MATHEMATICS LESSONS AS A MEANS OF ACTIVATING THE SPEECH ACTIVITY OF YOUNGER SCHOOLCHILDREN

Abstract

This article substantiates the scientific foundations for the formation of comprehensive reading skills in younger schoolchildren and identifies effective ways to organize speech activity during mathematics lessons through working with story problems. Special attention is given to how the integration of speech skills into the mathematics learning process contributes to the holistic development of primary school students.The methodological basis of the study involved the analysis of contemporary theoretical sources, methodological materials, and educational textbooks, specifically the mathematics textbook for Grade 3 authored by N. O. Budna and M. V. Bedenko. The study examines phased approaches to working with story problems that promote not only the development of reading techniques (accuracy, expressiveness, pace) but also the formation of skills for conscious engagement with the text, its analysis, identification of the main idea, and the development of coherent oral speech.The scientific novelty lies in the comprehensive approach to developing reading skills through mathematics lessons, which is a relatively underexplored area in modern pedagogy. The article reveals the interconnection between reading technique, text comprehension, and the development of communicative competence in younger students. It is demonstrated that working with story problems stimulates speech activity, contributes to the improvement of the speech apparatus, and fosters the ability to read expressively and consciously.The conclusions emphasize that methodically well-organized work with story problems during mathematics lessons encourages reading interest and supports the development of full-fledged reading skills. This approach allows students not only to master mathematical competencies but also to develop speech, thinking, and the ability to express their own opinions. A promising direction for further research is the development and testing of practical lesson models that integrate work on speech skills and mathematical knowledge, ensuring a holistic and comprehensive development of primary school students.