INTEGRATION OF BRANCHES IN PRIMARY SCHOOL: DEVELOPMENT OF LOGICAL THINKING AND ABILITY TO EXPRESS OPINIONS

Introduction. An important component of mathematical competence development of primary school students is the development of their logical thinking. One of the most important tasks facing a primary school teacher is the development of all qualities and types of thinking that would allow children to learn to draw conclusions based on their reasoning acquire knowledge and solve problems. Purpose. Research objective is to determine the features of logical thinking development in primary school. Methods. Studying of state educational documents, educational programs, analyzing of scientific and research work, method recommendations, textbooks and manuals were used. Results. It is known that a person begins to think when he/she is faced with questions, tasks or problems, and the mental process begins when there is a need to solve these questions or problems. Like other qualities of the mind, thinking must be developed by consistently teaching the individual elements. The child's cognitive activity, and with it the knowledge that he acquires, becomes much deeper and more meaningful. This way of learning is especially effective in primary school in the study of natural phenomena, mathematics, and labour and in all subjects in which you can use practical activities as an initial way of learning the educational material offered to children. It is known that the neologism of primary school age is logical thinking. The success of education in general and mathematics in particular will largely depend on the extent to which its elements are formed in a child entering school. Tasks for the development of logical thinking can be divided into: selection of features in one or more objects; direct distribution of signs; distribution using the negation of any of the features; tasks related to the change of the sign; tasks related to changing the feature, which are transformed into another graphic form; search for a figure designed in the form of an incomplete matrix; search for a figure designed in the form of an incomplete matrix, transformed into a new graphic form an algorithmic scheme. The purpose of such tasks is to teach the child to read and understand the schematic record of the algorithm. It is also possible to develop logical thinking of primary schoolchildren by performing the following tasks: logical series (find an object that differs from others in a row in some parameters or make logical series from a set of pictures, etc.); labyrinths (passing various labyrinths); find logical connections (for example, similar objects: the shadow and the person who rejects it, the tail or part of the body and whose they are, mother and baby, animal and its food); error correction (correct incorrect form); group objects by characteristics (for example: fruits and vegetables, letters and numbers, etc.); solving puzzles, crosswords, puzzles; find an object (animal, human) by features (for example: Sasha has blond hair and glasses). So the integration of mathematics and language can be implemented in the following steps: – definition of NUS topics: thematic days and weeks; – combination of theoretical material in mathematics with the study of certain topics in the Ukrainian language (implementation is carried out when interpreting terms, because mathematical terminology in any class for students is difficult, you should use an explanatory dictionary during math lessons; in math tasks to work with the verb, in particular to find the word that motivates action (calculate, warehouses, belts, etc.). Along with narrative and descriptive types of speech, there is reflection with the expression and proof of one's own opinion. Originality. The analysis of features of logical thinking development of primary schoolchildren is carried out. Different groups of tasks for the development of logical thinking of students are described.