The role of continuity in teaching text problem solving in kindergarten and elementary school

in the article, the authors consider the continuity and continuity of preschool and primary school education, paying special attention to the role of continuity in teaching children how to solve textual arithmetic problems in kindergarten and elementary school. The article discusses the concept of continuity, forms of work aimed at strengthening continuity between preschool and primary school education, the origins of the concept of continuing education, goals and objectives that determine learning in preschool and elementary schools the basics of mathematical knowledge and solving simple arithmetic problems. An algorithm for solving text arithmetic problems, which is used both in preschool and elementary schools, is considered, and the main mistakes that preschoolers make when working with text tasks. It describes in detail the causes of errors that occur in preschoolers when learning to solve text problems, the relationship with mental operations that develop during this age period, the methods of correction and the importance of timely development of all aspects of mathematical learning available in kindergarten and appropriate age-related development for subsequent effective learning in elementary school. The results of the study allowed us to draw conclusions that emphasize the importance and necessity of continuity and continuity in teaching text-based problem solving in kindergarten and elementary school.

continuity, text tasks, mathematical education, simple arithmetic tasks, preschool age, primary school age