Integration of methodological-mathematical and methodological-technological training In the education of bachelors in primary education

Abstract

The article deals with the problem of implementing an integrated approach to teaching first-level (bachelor’s) higher education students. It is noted that its solution is of particular relevance in the context of the implementation of the competence approach, both in school education and in the training of future teachers in higher education institutions. The scientific approaches to integration in pedagogical universities are outlined and the attention is focused on the subject-integrative system of education, in which the integration of the content of academic disciplines does not deny the subject system of their study, but combines the acquired knowledge into a single system. It is emphasized that in the context of a decline in the quality of mathematical training of entrants, it is relevant to use integration in the methodological, mathematical and technological training of students.
Within the framework of the three educational components of bachelor’s training in the specialty 013 Primary Education («Mathematics», «Methods of teaching mathematical educational field», «Methods of teaching technological educational field»), the possibilities of integration in terms of content and integration at the level of methods of action are revealed. 
On the basis of a comparative analysis of the content of these disciplines, the nodal points of integration are identified, which are the study of geometry elements and quantities («Mathematics»), methods of teaching geometry elements in primary school, didactic means of teaching mathematics (MTMEF), modeling and design (MTTEF). The skills required by the subject-transformative activity in the process of modeling and designing and having a mathematical basis are highlighted. For each of the educational components, the modules and topics within which it is proposed to conduct integrated classes are highlighted, and the topics of such classes are given. The content of the classes «Time in our
life», «Tools for teaching numbering», «Fairy-tale city» is described. Using the example of working with algorithms, the possibilities of integration at the level of methods of action are described.
It is noted that the integration of methodological, mathematical and technological training is a resource both for restoring students’ motivation to develop mathematical knowledge and skills and for gaining experience in participating in integrated classes.