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THE CONCEPT OF TEACHING MATHEMATICS IN THE 1ST GRADE OF A GENERAL EDUCATION SCHOOL. Education & Pedagogy Journal. 2021;2(2):88-100. DOI:

The teaching of mathematics should reflect the global trends in the development of mathematical and pedagogical scientific thought. The authors develop guidelines for studying mathematics in the 1st grade based on the Federal State Educational Standard. Thus, the structure and the form of the textbook content are described by chapter. The theoretical part should allow students to complete screening questions, univariate and multivariate tests, problems, and exercises. Each chapter of the developed textbook is divided into paragraphs, and each paragraph is divided into items. One item of theoretical material contains either a new idea to study or a set of interrelated concepts that define a new idea. According to this, it is possible to form mathematical knowledge trajectories. So, there are broad opportunities to transform knowledge elements into multimedia forms, including presentations, videos, test modules, and other newly emerging means of representation and visualization, using the achievements of artificial intelligence. It is possible to define main themes such as natural numbers counting, acquaintance with geometric shapes, comparison of objects in the value and quantity, acquaintance with a squared paper and measurement standards, the study of objects position, the sets consideration, introduction to the algorithm concept can. The authors’ conceptual directions of teaching mathematics in the 1st grade provide the foundation for mathematical education in general education schools for all the years of study.

Keywords: primary education, general education, teaching, mathematics, knowledge element

Conceptual Guidelines for Teaching Mathematics in the Second Grade of General Education Schools. Education & Pedagogy Journal. 2024;3(11):65-86. DOI:

The proposed article is a continuation of a series of articles dealing with the guidelines for teaching mathematics in the 1st through 11th grade of general education schools based on the Federal State Educational Standard, taking into account the division into knowledge elements. The implementation of the conceptual guidelines makes it possible to determine the content elements in 2nd grade, including the natural numbers from 1 to 100 and zero, counting numbers, actions of addition, subtraction, multiplication, and division; the multiplication tables; the relationships between arithmetic operations; the properties of arithmetic operations; measuring and comparing quantities (length, time, mass, cost); the examples of polylines and polygons; the examples of sets; logical thinking and reasoning; working with tables and bar charts; the examples of algorithms for arithmetic operations, quantities, and geometric constructions; the text problems in one or two actions using models, tables, short notes and diagrams. On this basis, the content of the 2nd-grade textbook is designed, and the ideas underlying the 1st-grade textbook are developed. The theoretical part allows students to answer control questions and helps them solve tests, problems, and exercises with one or more variants. The conceptual guidelines of mathematics teaching in grade 2 form the basis for a vertical structure of mathematics teaching from grade 1 to 11 in general education schools.

Keywords: primary education, teaching, mathematics, knowledge element