Abstract
Communicational transversal competency represents an important part of the mathematical knowledge, skills and competencies in the process of students’ development in Grade 1-4.
 The creation and formation of communicational transversal competency helps to put students into an active cognitive position in the course of pedagogical interactions in mathematics classes. Further, creation of communicational transversal competencies develops not only students’ analytic – synthetic activity during the process of solving different types of mathematical tasks but also their creative thinking.
 This longitudinal research presents some theoretical concepts related to the transversal communicational competency and to its development during the educational process in mathematics in Grade 1-4.
 During this empirical study a completely new methodology system of work was developed with the purpose to facilitate development of mathematical knowledge, skills and competencies including the communicational transversal competency. The new system was tested and applied during the compulsory, additional and extended classes in mathematics in Grade 1-4 and consequently was improved after the performance of entry and intermediate diagnostic. Also, this article presents some of the mathematical tasks included in the tests.
 The researcher studied the objectiveness, the validity and the reliability of the diagnostic tools developed for the purpose as well as the tasks included in the tests in respect of their difficulty and separating force. 
 The presented results of the experimental work were processed using mathematics-statistics methods.
Highlights
The creation and formation of communicational transversal competency helps to put students into an active cognitive position in the course of pedagogical interactions in mathematics classes
During this empirical study a completely new methodology system of work was developed with the purpose to facilitate development of mathematical knowledge, skills and competencies including the communicational transversal competency
-The development in Primary school students a higher level of knowledge and skills related to competency cluster “Modelling”, written communication transversal competency and mathematical competency; WWW.CBUIC.CZ
Summary
The creation and formation of communicational transversal competency helps to put students into an active cognitive position in the course of pedagogical interactions in mathematics classes. Creation of communicational transversal competencies develops students’ analytic – synthetic activity during the process of solving different types of mathematical tasks and their creative thinking. This longitudinal research presents some theoretical concepts related to the transversal communicational competency and to its development during the educational process in mathematics in Grade 1-4. During this empirical study a completely new methodology system of work was developed with the purpose to facilitate development of mathematical knowledge, skills and competencies including the communicational transversal competency. The contemporary concept for education considers them as a priority
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