THE NEED FOR TEACHER READINESS TO INTEGRATE MATHEMATICAL AND NATURAL KNOWLEDGE OF YOUNG SCHOOLCHILDREN: REGULATORY AND LEGAL BASIS

Abstract

The article analyzes the regulatory and legal framework of both Ukraine and the international one used by primary school teachers (the Law of Ukraine “On Education” (2017), “On Complete Secondary Education” (2020), the Concept of Implementation of State Policy in the Field of Reforming General Secondary Education “New Ukrainian School” (2016), the State Standard of Primary Education (2018)], the Orders of the Ministry of Education and Science of Ukraine “On Approval of Standard Educational Programs for Grades 1–2 of General Secondary Education Institutions”,"On Approval of Typical Educational Programs for Grades 3–4 of General Secondary Education Institutions" (2019), Professional Standard "Teacher of Primary Grades of a General Secondary Education Institution" (2018), Concept for the Development of Science and Mathematics Education (STEM Education) (2020); "Teachers for Schools of the Future: Analysis of Global Education Indicators 2001", International Comparative Study of the Quality of Education PISA (2016, 2018, 2022), Recommendation of the European Parliament and of the Council (EU) "On Key Competences for Lifelong Learning" (2006) and Recommendation "On Key Competences for Lifelong Learning" (2018)). The problem of using integration in the learning process, the need to increase the level of mathematical literacy of applicants and the integration of mathematical and natural knowledge is studied. It is emphasized that in modern society, one of the leading knowledge and other priority landmarks is occupied by those related to mathematical competence. It establishes mathematics as a component of the general culture of mankind. It is in primary school that the formation of mathematical knowledge and methods of carrying out mathematical activities begins. The reasons that determine the need to increase mathematical literacy are outlined. It is noted that the policy of modernization of the content of primary education in Ukraine is in line with European trends, in particular standardization, orientation towards a competency-based and integrated approach. The necessity of training primary school teachers to integrate students' mathematical and natural knowledge is substantiated on the basis of the developed documents.