DEVELOPING THE COGNITIVE ACTIVITY OF PUPILS IN MATHEMATICS CLASSES IN PRIMARY SCHOOL: THE WORK EXPERIENCE OF THE PRIMARY EDUCATION LABORATORY OF BORYS GRINCHENKO KYIV UNIVERSITY

Introduction. The article highlights the positive practices of the laboratory of primary education at Borys Grinchenko Kyiv University. The author's method of work on developing the cognitive activity of pupils in classes Purpose. To outline the positive practices of mathematical didactics of the primary education laboratory of Borys Grinchenko Kyiv University. To reveal the author's method of work to activate the cognitive activity of students in mathematics classes in elementary school. Results. Theoretically and practically justified the use of elements of relation theory in mathematics classes in elementary school was justified. It was determined that in forming the mathematical concepts of primary school relations play a significant role, because the study of mathematics at least boils down to the study of relations. This was evidenced by the fact that each of three main types of mathematical structures (algebraic, topological and order structures) was determined by the corresponding types of relations. The existence of relations called the «law of composition» was indicated, which uniquely define the third element as a function of the first ones. It was determined that in elementary school they use binary relations, that is, relations between two objects. Methodical techniques were developed that allow the use of unary relations, that is, properties of objects, objects of some set, as well as ternary relations, that is, relations between three elements of one set and others of mathematics in elementary school was disclosed. It is established that great potential for developing of mental activity of pupils, developing their thinking lies in studying tables of multiplication and division, solving problems. Conclusion. Pupils should be encouraged to become more involved in self-learning activities by stimulating their opinions and directing them to deep understanding. Therefore, when preparing for the lesson, the teacher should each time determine precisely the range of knowledge that students can master independently under his guidance, and that should be given to them in ready form for conscious learning.