Evalution of the effectiveness of the implementation of the competence approach in teaching mathematics in primary school

Abstract

The article considers the problem of implementing a competency-based approach in teaching mathematics in primary school. This approach is the main one in the State Standard of Ukraine. Competency-based tasks are included in the final papers for students in grades 2-4 to assess the achievement of the expected results specified in the State Standard. The aim of the study was to identify the effectiveness of implementing a competency-based approach in teaching mathematics in primary school based on diagnosing the level of formation of students ability to solve competency-based mathematical tasks.

         Materials and methods: mathematical problems were used that require the application of knowledge in real-life situations, the presence of real ideas about quantities and geometric shapes, and the ability to navigate in practical situations. Texts of competency-based problems were provided.

         Research results: data are presented on the results of performing all groups of tasks and on the level of formation of the ability of primary school children to solve competency-based tasks. It was found that the greatest difficulties were encountered when solving tasks that require independent selection of mathematical concepts and actions for analyzing a real situation, and tasks that involve the ability to make estimates of results.

         Discussion and conclusions: the study showed that there are problems in implementing the competency-based approach in teaching mathematics in primary school. Students experience significant difficulties in solving competency-based tasks. An analysis of typical errors in performing such mathematical tasks was carried out. Recommendations are given for primary school teachers to strengthen the practical orientation of teaching mathematics in primary school.