THE METHODOLOGICAL SYSTEM FOR GEOMETRIC INTUITION DEVELOPMENT OF PRIMARY SCHOOLCHILDREN

This article examines the methodological system for geometric intuition development of primary schoolchildren and its usage in the process of teaching mathematics in primary grades, which makes the lesson interesting, effective and purposeful, and the solution of assignments becomes more visual and accessible. The content’s theoretical analysis, as well as practically reasonable interpretations are the basis of the research-experimental part of geometric intuition’s methodological system, which enables students to self-education and allows a creative knowledgeable teacher to have flexible control. In particular, the article presents a primary schoolchild’s geometric intuition as a special means of cognition, which is characterized by direct perception of truth, its formation and condition for the development of preliminary knowledge of geometry. In this sense, developing problem of learner’s higher thinking is the basis of modern educational system, and often primary schoolchildren’s geometric intuitive thinking exceeds their arithmetic thinking. However, when studying the content and learning process of teaching preliminary geometric knowledge in primary school, intuition is manifested both as a form, as a method, and as a means of cognition, which is carried out through subconscious processing of information received by learners, aimed at developing of primary schoolchildren’s geometric intuition using assignments’ system. Meanwhile, based on the studied theoretical material, pedagogical and psychological characteristic features and experimental analyses, we implement an innovative author’s lesson.