IMPLEMENTATION OF THE CONTENT LINE «WORKING WITH DATA» IN MATHEMATICS LESSONS IN PRIMARY GRADES ON THE BASIS OF THE ACTIVITY APPROACH

Abstract

The article considers the problem of applying the activity approach in the primary education system. Particular attention is paid to the role of activity-based learning in mathematics lessons, namely, the specifics of implementing the content line «Working with Data» through the activity approach. The author analyzes the experience of scientists and methodologists on the problem of implementing the content line «Working with Data» in the mathematical educational branch of primary education. Based on the analysis of the requirements of the State Standard of Primary Education, Typical Educational Programs of Primary Education, the content line «Working with Data» is characterized, the expected learning outcomes of students within this content line for the first and second cycles of primary education are determined. It is emphasized that the expected learning outcomes of students take into account the age characteristics of younger schoolchildren, and a gradual increase in the complexity of performing educational actions is observed. The current textbooks and teaching aids in mathematics for primary grades were analyzed for the presence of tasks on the formation of skills in working with data. It was emphasized that such tasks are not separated into a section, but are presented within the framework of studying the program material of other content lines. It was determined that mathematics textbooks present drawings, pictograms, schemes, linear, column and pie charts, as well as the following types of tables: reference, computational, tables for studying algebraic material, tables for short writing of simple and complex problems, logical tables. The game «Mathematics for Travelers» was proposed for 3rd grade students, which has a practice-oriented focus, forms the ability to work with information, and contributes to the implementation of inter-subject and intra-subject connections. The author proves that the use of an activity approach in mathematics lessons in primary grades is not only a modern educational trend, but also a prerequisite for achieving mandatory and expected learning outcomes for primary school students.