Abstract
The historical and pedagogical prerequisites for the actualization of the issue of ensuring continuity in mathematics education in primary and basic schools are characterized. The features of the content-methodical and content lines of the elementary mathematics course as methodical concepts for organiz-ing the teaching of program material and their suitability for the implementation of continuity in education are analyzed. The limited use of content and methodical lines for the imple-mentation of continuity in mathematics education is emphasized, since the methodical components of such lines are incompatible at different levels of education. The expediency of developing the methods of implementing con-tinuity in teaching mathematics in primary school and grades 5-6 of basic school and introducing it into the system of training future primary school teachers in the form of a professional discipline is emphasized.
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