WAYS OF ORGANIZING THE FIRST LESSONS IN MATHEMATICS AND ITS TEACHING METHODS IN THE PREPARATION OF PRIMARY SCHOOL TEACHERS IN HIGHER PEDAGOGICAL SCHOOLS

The article examines the ways of organizing the first lessons in Mathematics and its teaching methodology in higher education institutions that train personnel in the specialty of prima-ry school teachers. As a result of the surveys conducted, it was concluded that students cannot un-derstand the purpose, description, learning outcomes of this subject, and the importance of knowledge without having an idea about the mathematics curriculum of general education schools, including elementary schools (grades I-IV), demonstrate a passive position in the learning process, and think that the mathematics course in elementary schools has a simple content, and that they can easily cope with this task without having serious scientific-theoretical and methodological skills. This thinking contradicts teacher training that meets modern requirements. Therefore, in the intro-ductory part of the subject teaching, the place of mathematics in the system of sciences, its connec-tion with modern specialties and professions, the fact that mathematics is an integral part of world culture, etc. should be clear to students. For this, a suitable system of questions should be prepared and discussed after the students' independent research. It is appropriate to discuss a system of prob-lem-based questions with students to investigate what tasks are accomplished through the teaching of mathematics in secondary schools. Before moving on to specific topics, a brief description of the subject of mathematics and its teaching methodology in primary schools and the educational pur-pose of the subject should be discussed. The methods and tools necessary for implementing this pre-paratory phase have been studied.