Volume 04 Issue 10-2024
55
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
55-59
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The profession of a teacher of preschool education, along with changes in environmental conditions, the needs of
society, global digitalization and informatization, requires global changes in the content of professional work, and the
requirements for the profession of a teacher in managing the mathematical development of preschoolers are also
changing. The profession of a preschool teacher requires a serious transformation.
KEYWORDS
Mathematical education, pedagogical diagnostics, stages of training future teachers to manage the mathematical
development of preschoolers.
INTRODUCTION
In the modern education system, mechanisms for
continuous improvement of educational and cognitive
activities for the development of intellectual abilities
and moral views are being introduced. Systematic
work is being carried out to train highly qualified
personnel who are able to bring the content of
education to a qualitatively new level, who are able to
find their place in the labor market for the sustainable
development of the social sphere and economic
sectors.
In recent years, regulatory frameworks have been
created around the world to improve the quality and
widespread implementation of scientific research
carried out in the field of education, attract talented
young people to research in the field of informatization
and digitalization, and ensure the solid integration of
education, science and production. This expands the
pedagogical possibilities of students' professional
competencies
in
the
field
of
mathematical
Research Article
PREPARING FUTURE TEACHERS TO MANAGE THE MATHEMATICAL
DEVELOPMENT OF PRESCHOOLERS
Submission Date:
Sep 30, 2024,
Accepted Date:
Oct 05, 2024,
Published Date:
Oct 10, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue10-10
Pak Svetlana Viktorovna
Director of the Center for Preschool and General Secondary Education Puchon University in Tashkent,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 10-2024
56
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
55-59
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
development of preschoolers in the development of
educational and cognitive activities.
The role of a teacher in the development of cognitive
interest in preschool children is certainly great,
because it is the teacher who is one of the key figures
in the educational process. A positive result of activity,
i.e. the presence of high cognitive interest among
pupils, largely depends on the system of actions and
interactions of the teacher with each child, as well as
on his personality itself - creative potential, ability to
self-development, professional competence.
A teacher who has set himself the goal of getting
children interested in the search for "mathematical
discoveries" should strive to become an innovator, find
his own approach that meets his personal qualities and
the characteristics of the contingent of children.
Therefore, along with the traditional question "What
to teach?" the teacher should understand "How to
teach?" or, more precisely, "How to teach in such a way
as to initiate children's own questions: "What do I need
to learn?" and "How do I learn this?".
Many scientists were engaged in the formation of
elementary mathematical representations both in our
country (G.E. Dzhanpeisova, N. Bikbaeva, N. Jalilova,
Sh. Sadikov and others) and abroad (A. Kolmogorov, A.
Stolyar, Leushina, V. Petrova, J.Piaget, M. Montessori,
J.A. Wenger, R. Green, G. Weil, F. Gauss, R. Descartes,
Kim Yong Song, Yi Soo Hyun, Kwon Yong Yi, Park Yong
Chun, Benjamin Bloom, Fraser D.L., Tan A., Woods B.
and many others). Despite this, the issue of the
formation of mathematical representations remains
very relevant. Although admission to the first grade of
school does not involve any kind of exam or knowledge
test, nevertheless, admission to school requires certain
skills and intellectual preparation from the child. The
formation of primary mathematical representations is
a powerful means of intellectual development of a
preschool child, his cognitive and creative abilities.
Today, the whole world has crossed the threshold and
entered a new digital and information age. Without the
purposeful development of mathematical thinking,
which is one of the most important components of the
cognitive activity process, it is impossible to achieve
effective results in learning, systematization of
knowledge, skills and abilities.
Currently, the problem of forming mathematical
representations in children has a scientifically based
methodological system. Their main elements are the
purpose, content, methods, forms and ways of
organizing work. Among them, the main goal is
focused on the formation of imagination.[5]
The domestic system of preschool education requires
new solutions in theory and at the level of practical
activity. A significant part of these decisions is related
to the activities of one of the subjects of the
educational process in preschool education
–
these are
teachers of preschool education.
Mathematical development of preschoolers.
Mathematical development plays a huge role in the
mental education and development of a child's
intelligence. Mathematics is a fascinating and
interesting subject, but if you do not form elementary
mathematical concepts, do not lay the foundation for
mathematical development, then mathematics will
become one of the most difficult subjects in a student's
life. Mathematics is an amazing subject, it contributes
to the comprehensive development of the child,
develops memory, speech, imagination, logical
thinking. And the teacher plays a huge role in creating
Volume 04 Issue 10-2024
57
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
55-59
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
the foundation. The competence of a preschool
teacher is not just in the transfer of mathematical
knowledge, skills and abilities, but in introducing
children to the world of mathematics, developing
children's interest in mathematics already at preschool
age. To teach children to think, analyze, observe
general patterns, not to be afraid of difficulties, but to
overcome them and at the same time learn joy. This
suggests that the teacher reveals not only the
intellectual, but also the emotional sphere of the child.
Preschool children often show independent interest in
mathematical categories such as counting, shape,
time, and magnitude. Therefore, there is a need to train
future preschool education specialists who understand
the
importance
of
children's
mathematical
development. But it is not enough just to understand
the importance of this area of development, it is
necessary to possess competencies in readiness for the
mathematical development of preschoolers, and this
can be facilitated by pedagogical diagnostics during
the preparation of students of preschool faculties,
systematization of knowledge in this area of
development, requirements for the analysis and
updating of the content of programs for the cognitive
development of preschoolers.
Margolin argues that the purpose of teaching
mathematics to a child is to enjoy the mathematical
process, a positive attitude to mathematics, learning
the order of operations with numbers, measurements,
ratios, additions, subtractions, multiplication and
division, to recognize the classification of objects and
the classification of sets. [6]
Payne argues that the purpose of teaching
mathematics in early childhood is to help a child
understand the order and significance of events and
situations in his daily activities. [7] In this regard, there
is increasing interest in improving the effectiveness of
methods of teaching mathematics in preschool
organizations, as the first stage of continuing
education.
The functions of mathematical education.
Speaking about the methods of teaching mathematics,
it is important to understand the main functions of
mathematical
education:
adaptive,
cultural,
developmental and predictive. These functions are
interconnected and interact with each other.
1) The adaptive function is conditioned by the changes
taking place in modern society - informatization and
technologization - and is associated with the
adaptation of a person to the new requirements of life
in a dynamically changing society. It is important to
teach children to adapt to mathematics as an
interesting world of numbers and technology, and to
be able to operate with mathematical concepts.
2) The cultural function is to convey moral values to
children through thematic education, which provide
opportunities for personal growth and self-realization.
This function is aimed at developing the foundations of
mathematical culture.
3) The developmental function ensures the formation
of the child's personality, reveals his individual
characteristics. The implementation of this function
will allow, in the process of studying mathematics, to
form in children the qualities of thinking necessary for
the full functioning of a person in modern society, for
the dynamic adaptation of a person to this society.
4) The prognostic function is due to the inclusion of the
child in the process of discovering facts, analysis, the
Volume 04 Issue 10-2024
58
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
55-59
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ability to detect unresolved problems, put forward
hypotheses, breadth and flexibility of thinking, the
ability to see an alternative solution to problems. All
these functions are interrelated and speak about the
multidimensional and integrity of the mathematics
learning process.
The stages of readiness of future teachers to manage
the mathematical development of preschoolers.
Let's consider the stages of preparing future teachers
to manage the mathematical development of
preschoolers.
Pedagogical diagnostics of readiness to manage the
mathematical development of preschoolers, which, as
a rule, is carried out after the end of the course, we
propose to conduct at the initial stage in order to
determine the readiness and personal attitude of
future teachers to teach mathematics to preschool
children. During the research experiment, factors such
as a negative attitude towards mathematics as a
science, lack of confidence in their mathematical
knowledge,
psychological
unpreparedness
for
teaching mathematics to children, even such as
childhood traumas in mathematics classes, were
identified. Depending on the result of the diagnosis, a
motivational component is being built, which will be
aimed at target attitudes and value orientations, at
understanding the importance of mathematical
education in preschool age, which will create the
necessary foundation for logical and critical thinking,
and a productive component aimed at the practical
"readiness" of the future teacher for the mathematical
development of preschoolers and creating confidence
in mathematical knowledge a future teacher.
The content component will include, first of all,
psychological, pedagogical and general subject
knowledge, as well as general cultural and private
methodological knowledge.
The productive component represents not only the
activities of future teachers, but also the ability to
create a ready-made "product" based on planning,
organization and control. It can be a didactic manual, a
game, as well as a developed method for teaching
mathematics to preschool children.
In the process of such educational activities and
pedagogical practice, students purposefully form an
attitude towards mastering the management of a
child's mathematical development. We consider all the
components in unity and in interconnection, because
we believe that the ways students work are largely
determined by the quality and volume of acquired
knowledge.
What competencies are necessary for future teachers
to carry out all stages of training future teachers to
manage
the
mathematical
development
of
preschoolers. Here we can include such pedagogical
competencies as analytical, design, constructive,
organizational, communicative, competencies aimed
at monitoring, analyzing and evaluating the results
obtained. In addition to pedagogical competencies, it
is important for future preschool teachers to develop
the ability to diagnose the level of mathematical
development of children, select the content of
education
and
methods
of
influencing
the
mathematical development of a child, taking into
account his age and individual characteristics, exercise
self-control and self-correction of their activities in the
management process, the ability to create their own
Volume 04 Issue 10-2024
59
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
55-59
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
creative ways of managing the mathematical
development of preschoolers.
The characteristics of the functioning of the system of
mathematical development of preschoolers in modern
conditions allowed us to identify the specifics of
training future educators to manage the mathematical
development of preschool children. A future teacher
should be aware of his/her governing function in the
mathematical development of a child: to show a
research approach to the child and to his/her own
pedagogical activity aimed at finding optimal ways to
manage
the
mathematical
development
of
preschoolers.
To do this, a future teacher must have deep
psychological
and
pedagogical
subject
and
methodological knowledge, the ability to overcome
pedagogical stereotypes, combine professional
competence with a humanistic personal position.
The readiness of future preschool teachers to manage
the mathematical development of preschoolers is an
integral model, in the structure of which diagnostics of
readiness for the mathematical development of
preschoolers is brought to the fore.
Improving the readiness of a future teacher to manage
the mathematical development of a child involves a
gradual transition from the accumulation, rethinking of
theoretical knowledge to the development of
elements of the author's methodology.
REFERENCE
1.
Абашина
В.В.
О
профессиональной
компетентности
будущих
педагогов
дошкольного
образования.
Международ.журнал
экспериментального
образования. –
2016.-
№4 (часть 2)
2.
Белошистая, А.В. Формирование и развитие
математических способностей дошкольников
[Текст]: Вопросы теории и практики. Курс
лекций для студентов дошкольных факультетов
высших учебных заведений. –
М.: Гуманист.
Издательский центр «Владос», 2004 –
400 с.: ил.
3.
Венгер Л.А. Домашняя школа мышления. –
М.:
Дрофа, 2010. –
398с
4.
Петрова
В.Ф. Методика
математического
образования детей дошкольного возраста;
конспект лекций, Казанский федеральный
университет, Казань, 2013
5.
Рахмонкулова З., Курбанова Н. Формирование
математических
представлений
у
детей
дошкольного
возраста.
Методическое
руководство.
-
Ташкент, 2009.
6.
Margolin E. (1976). Young children: The curriculum
and learning process. New
7.
Payne J. W. (1990). New directions in mathematics
education. Reston, Virginia: The National Council of
Teachers of mathematics Inc.
8.
MUXAMMASI, D. A. A. N. Academic research in
educational
sciences.
2023.
NoConference
Proceedings, 1.
9.
Askarov, D. (2022). IN PARTICULAR OF AMIRY'S
COMPOSITION OF NAVAI'S GHAZAL.
