VISUAL MODELS AS A MEANS OF TEACHING IN PRIMARY MATH’S EDUCATION: PROBLEMS OF TEACHER TRAINING

Abstract

The modern teaching of mathematics relies heavily on the modeling method. At the same time, visual models are the most preferred means of teaching mathematics in primary school. Numerous scientific studies suggest methods for improving the practice of teaching mathematics using visual models. However, much less attention has been paid to the problem of preparing a primary school teacher for the use of visual models in mathematics lessons. The purpose of the study is to identify and describe the features of teachers' use of visual models in mathematics lessons, to identify the problems of preparing students for the use of visual teaching models and to propose one of the approaches to its improvement. To achieve the result, various methods were used: theoretical analysis of modern sources on the use of visual models in teaching mathematics; an observation method for identifying the features of the use of visual models by teachers in mathematics lessons, a case method for determining the attitude of future primary school teachers to the use of visual models. As a result of the research, the problems of preparing students for the use of visual models in primary teaching of mathematics are highlighted. One of the main problems of this training is the discrepancy between the verbal‐logical thinking of an adult and the visual‐ figurative thinking of a child. Therefore, when developing the ability to teach using visual models, it is important to start not with mastering the technical aspects of building models, but with understanding and accepting the value of educational modeling by students.