Formation peculiarities of calculating skill of primary school children

The essence of the notion "computing skills" is revealed in the article, their pedagogical aspect of forming computing skills of elementary school students is revealed, problem points in knowledge, skills and computational skills of junior pupils are revealed and ways of their elimination are outlined. The peculiarities of assimilation of tables of arithmetic actions and the formation of computational skills, information and graphic components, which include skill, skills, methods of activity related to graphic information, mastery of techniques of logical analysis, possession of spatial imagination, spatial relationships (to determine the location of the object on a plane and in space, decomposing and moving objects on a plane); measuring (determine the lengths of objects of the surrounding reality, determine the area of the geometric figure) and design skill and skills (to depict geometrical figures on a sheet in a cell, to draw rectangles, to construct geometric figures from other shapes, to split the figure into pieces) have been analyzed. The sequence in the development of a junior high school student of the counting is emphasized, which consists in studying the transfer and adding of real subjects; learning to identify the action with images (the number of drawn figures); the establishment of a similar action in terms of perception, accompanied by a loud speaker; whispering; the final passage of action into the mental plan, formed the ability of the child to oral counts. The role of mathematical dictations in the elementary classes at different stages of the lesson is determined, which contribute not only to the development of the skills of the students, but also to the enhancement of their mathematical culture, the enrichment of the mother tongue. They are an effective means of feedback between the teacher and the students. The practical tasks, which can be used at mathematics lessons in elementary school with the purpose of development of computing skills of pupils are given. It is concluded that it is necessary to choose such ways of organizing the computing activity of junior pupils, which will promote not only the formation of strong conscious computational skills and skills, but also the comprehensive development of the student's personality. When choosing ways to organize computing activities, priority should be given to knowledge with dominant cognitive motivation, orientation towards the developmental nature of the work, taking into account the individual characteristics of the child and personal life experience.