Before considering the goals and objectives of teaching mathematics to modern primary school students, it is worth recalling how V.A. Sukhomlinsky understood them. In his book “A Conversation with a Young School Principal,” he wrote that the task of primary school is to teach a child to write, count, and read fluently. By the end of the second year of study, a student should forever remember the multiplication table and perform all arithmetic operations within 100. And in the third grade, he should remember all combinations of arithmetic operations within 1000. Although more than 40 years have passed since then, the author believes that Sukhomlinsky’s opinion has not lost its relevance.
Why chase after mastering the set-theoretic construction of mathematics if the child cannot read fluently at a speed of 150-300 words per minute? If he reads slowly, then having reached the end of the problem statement, he forgets what was at the beginning – he can neither understand nor solve this problem. His mental development remains insufficient.
Nevertheless, the goals and objectives of primary mathematics education are revised, changed, and expanded with each new education reform. However, education reformers forget the fact that the human psyche, according to some psychologists, has not changed for a million years.
The learning objectives include educational, developmental and upbringing. Students must master the system of theoretical knowledge in mathematics and master a number of skills and abilities laid down in the program. This knowledge must be conscious and at a sufficiently high level of generalization.
Developmental education is aimed at their intellectual development, the development of cognitive abilities and interests.
Teaching mathematics is aimed at developing personality traits: hard work, will, attention, imagination, accuracy, and a positive attitude towards academic work.
The tasks of teaching mathematics are laid down in the program and are described in detail by years of study. It is taken into account that the mathematics course has, basically, a concentric structure