RELATIONSHIP BETWEEN THINKING AND SPEAKING OF PUPILS OF PRIMARY SCHOOL IN LEARNING MATHEMATICS

Abstract

In the paper analyzed the psychological and pedagogical conditions of formation and development of speech and thinking of different types of primary school pupils in learning mathematics. It was found that language and thought are closely related: the process of acquirement the mathematical language by pupils and when using it develops mathematical thinking, formed specifi c for math and language structures and appropriate mental actions. The analysis of the results of our investigation confi rmed that primary school pupils are able to acquire mane abstract mathematical concepts, they can develop the abilities for abstraction and generalization. Therefore, best way is also from the fi rst class, in accessible way, to accustomed children to refl ecting, justify opinions, develop their ability for analysis, comparison, generalization, abstraction, specifi cation information and so on. The basic ways to replenish vocabulary of pupils on the lessons of math are: the teacher story, where he acquaint pupils with new words, correct formulation of questions and the ability to answer; compilation of short stories and tales about the numbers, about the progress solution of examples and problems; the use of game material (math games, interesting exercises to memorize new terms and relationships); systematic error correction orally and then in writing.