Presentation on the topic of developing mathematical abilities. Presentation “Formation of elementary mathematical

Development of the intellect of preschoolers through mathematical activity The development of intelligence is a purposeful and organized process of transferring and assimilating knowledge, techniques and methods of mental activity. Its main goal is not only preparation for successful mastery of mathematics at school, but also the comprehensive development of children. The main tasks for the development of intelligence are: 1. Formation of techniques for mental operations in preschoolers 2. Development of variable thinking in children, the ability to give reasons for their statements, and build simple conclusions. 3. Developing children’s ability to purposefully master volitional efforts, establish correct relationships with peers and adults, and see themselves through the eyes of others.

Signets, stencils, templates; -- natural and waste material; -- desktop – printed games- 2 – 3 sets of cut pictures from 2 – 4, 6 – 8 parts; -Various plastic construction sets - large mosaics - games - inserts - multifunctional panels by theme; -- games to familiarize yourself with color, shape, size.

Mathematical environment in the group: older age - cards with heuristic tasks; - sets in 3 dimensions: geometric shapes, geometric bodies; -- templates, stencils, seals geometric shapes and signs; -- models, layouts, mnemonic cards; -- selections of non-traditional tasks and questions; - crosswords, puzzles, - graphite and plastic boards; - notebooks with assignments; - sets of pencils, felt-tip pens, ballpoint pens; - sticks, matches without sulfur; -- sets of numbers -- sets of natural and waste materials for practical and mathematical activities (threads, cords, buttons, ribbons, etc.) -- game didactic material.

1. Mathematical, educational, logical games - Games for plane modeling (“Tangram”, “Leaf”, etc.) - games for volumetric modeling (“Corners”, “Cubes and Color”, etc.) - games – movements (formations and reconstructions with counting sticks, matches) – educational games (“Checkers”, “Chess”, “Dominoes”, etc.) - logical and mathematical games (blocks, sticks, Voskobovich, Zakka games). 2. Entertainment - Riddles - tasks - jokes - puzzles - Crosswords - puzzles - questions - jokes 3. Didactic games, exercises - with visual material - verbal

CUISENER'S STICKS Each stick is a number expressed in color and size. The use of “numbers in color” allows children to simultaneously develop their understanding of number based on counting and measurement. The set consists of 116 plastic prisms in 10 different colors and shapes. The smallest prism is 10 mm long and is a cube. The choice of color is intended to make the kit easier to use. The class of white numbers forms the number one. Sticks 2,4,8 form the “red family”, (2 – pink, 4 – red, 8 – cherry), 3,6,9 – “blue family” (blue – 3, purple – 6, blue – 9. ) The “yellow family” consists of numbers that are multiples of 5: 5- (yellow) and 10 (orange). The class of black numbers forms the number 7.

Logic blocks Dienes Logic blocks were invented by the Hungarian mathematician and psychologist Zoltan Dienes. Games with blocks clearly and visually introduce children to the shape, color, size and thickness of objects, mathematical concepts and basic knowledge of computer science. Children develop mental operations (analysis, comparison, classification, generalization), logical thinking, Creative skills and cognitive Logic blocks of Dienesh are a set of 48 geometric shapes: a) four shapes (circles, triangles, squares, rectangles); b) three colors (red, blue and yellow); c) two sizes (large and small); d) two types of thickness (thick and thin). There is not a single identical figure in the set. Each geometric figure is characterized by four characteristics: shape, color, size, thickness.

Games - puzzles. Tangram One of the first ancient puzzle games. Homeland of origin - China, age - more than years. The puzzle is a square cut into 7 parts: 2 large triangles, one medium one, 2 small triangles, a square and a parallelogram. The essence of the game is to collect all kinds of figures from these elements according to the principle of a mosaic. In total there are more different combinations. The most common of them are animal and human figures. The game promotes the development of imaginative thinking, imagination, combinatorial abilities, as well as the ability to visually divide a whole into parts.

Sphinx The relatively simple Sphinx puzzle includes seven simple geometric figures: four triangles and three quadrangles with different aspect ratios. The game develops the perception of shape, the ability to distinguish a figure from the background, highlighting the main features of an object, the eye, imagination (reproductive and creative), hand-eye coordination, visual analysis and synthesis, and the ability to work according to the rules.

Leaf A geometric figure of complex configuration, reminiscent of a schematic image of a human heart or a tree leaf, divided into 9 elements. The elements of this puzzle make especially good silhouettes of various types of transport. The resulting images resemble children's drawings (dogs, birds, people). By constructing simple figurative figures, children learn the perception of shape, the ability to isolate a figure from the background, and identify the main features of an object. The puzzle develops the eye, analytical and synthetic functions, imagination (reproductive and creative), hand-eye coordination, and the ability to work according to rules.

Pentomino The Pentomino puzzle was patented by Solomon Golomb, a Baltimore resident, mathematician and engineer, professor at the University of Southern California. The game consists of flat figures, each of which consists of five identical squares connected by sides, hence the name. There is also a version of Tetramino puzzles, consisting of four squares; the famous Tetris originated from this game. Game set Pentomino consists of 12 figures. Each figure is designated by a Latin letter, the shape of which it resembles.

Nikitin system, games and activities A very interesting system of educational games was created by the famous Russian innovative teachers Boris Pavlovich () and Lena Alekseevna (b. 1930) Nikitin. Each game is a SET OF PROBLEMS that the child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. Problems are given to the child in various forms: in the form of a model, a flat isometric drawing, a drawing, written or oral instructions, etc., and thus introduce him to DIFFERENT WAYS OF TRANSMISSING INFORMATION. The tasks are arranged approximately in the order of INCREASING COMPLEXITY, i.e. they use the principle folk games: from simple to complex. The tasks have a very WIDE RANGE OF DIFFICULTIES: from those that are sometimes accessible to a 2-3 year old child to those that are beyond the capabilities of the average adult. Therefore, games can excite interest for many years (until adulthood). Some of Nikitin's games are very similar to Froebel blocks.

Educational games by Nikitin. Fold the pattern The game consists of 16 identical cubes. All 6 faces of each cube are colored differently, in 4 colors. This allows you to create 1, 2, 3 and even 4-color patterns from them in a huge number of options. In a game with blocks, children perform three different types tasks. First, they learn to put together exactly the same pattern from cubes using task patterns. Then they set the opposite task: looking at the cubes, draw a picture of the pattern they form. And finally, the third thing is to independently come up with new patterns from 9 or 16 cubes. Unicube A wide range of Unicube tasks can captivate children from 2 to 15 years old. The first impression is that there are no equally colored cubes, all 27 are different, although only three colors are used, and the cube has 6 faces. Then it turns out that, in addition to the only ones, there are 8 triads, according to the number of faces of each color, but are there also mutual position? The game teaches clarity, attentiveness, precision, accuracy.

Voskobovich's technique. Voskobovich's first games appeared in the early 90s. “Geokont”, “Game Square” (now it is “Voskobovich Square”), “Folds”, “Color Clock” immediately attracted attention. Every year there were more and more of them - “Transparent Square”, “Transparent Number”, “Dominoes”, “Planet of Multiplication”, the “Miracle Puzzles” series, “Math Baskets”. The first methodological fairy tales also appeared. Voskobovich's technology is precisely the path from practice to theory. With one game you can solve a large number of educational problems. Unnoticed by yourself, the baby masters numbers and letters; recognizes and remembers color, shape; trains fine motor skills hands; improves speech, thinking, attention, memory, imagination. As practice has shown, games fit perfectly into the programs of educational institutions, for example, “Childhood”, “Development”, “Rainbow”.

Montessori Methodology She created a pedagogical system that is as close as possible to the ideal situation when a child learns on his own. The system consists of three parts: child, environment, teacher. At the center of the entire system is the child. A special environment is created around him in which he lives and learns independently. In this environment, the child improves his physical condition, develops age-appropriate motor and sensory skills, gains life experience, learns to organize and compare different objects and phenomena, and acquires knowledge from his own experience. The teacher watches the child and helps him when required. The basis of Montessori pedagogy, its motto is “help me do it myself.” Such specially created developmental aids as “Frames with fasteners”, “Brown Staircase”, “Pink Tower” contribute to the development of baby’s coordination of movements, fine and gross motor skills. Other games can train balance (“Walking along a line”), develop aesthetic taste. What do Montessori manuals develop? (“Caring for flowers”), eye (“Red rods”, “Cylinder blocks”).

Astrakhan region Krasnoyarsk district village. Zabuzan Municipal Educational Institution “Zabuzan Secondary School named after Turchenko E.P. Presentation Formation of elementary mathematical abilities in preschool children Material prepared by: Deputy Director for Preschool Education Natalya Aleksandrovna Turchenko The concept of “development” mathematical abilities"is quite complex, complex and multidimensional. It consists of interrelated and interdependent ideas about space, form, size, time, quantity, their properties and relationships, which are necessary for the formation of “everyday” and “scientific” concepts in a child. The mathematical development of preschoolers is understood as qualitative changes in the child’s cognitive activity that occur as a result of the formation of elementary mathematical representations and related logical operations. Mathematical development is a significant component in the formation of a child’s “picture of the world.” Municipal educational institution "Zabuzanskaya Secondary School" preschool groups In connection with the problem of the formation and development of abilities, it should be noted that a number of studies by psychologists are aimed at identifying the structure of schoolchildren's abilities for various types of activities. At the same time, abilities are understood as a complex of individual psychological characteristics of a person that meet the requirements of a given activity and are a condition for successful implementation. Thus, abilities are a complex, integral, mental formation, a kind of synthesis of properties, or, as they are called, components. The general law of the formation of abilities is that they are formed in the process of mastering and performing those types of activities for which they are necessary. Abilities are not something predetermined once and for all, they are formed and developed in the process of learning, in the process of exercise, mastering the corresponding activity, therefore it is necessary to form, develop, educate, improve the abilities of children and it is impossible to predict in advance exactly how far this development can go. Municipal educational institution "Zabuzanskaya Secondary School" preschool groups Speaking about mathematical abilities as features of mental activity, we should first of all point out several common misconceptions among teachers. First, many people believe that mathematical ability lies primarily in the ability to perform quick and accurate calculations (particularly in the mind). In fact, computing abilities are not always associated with the formation of truly mathematical (creative) abilities. Secondly, many people think that schoolchildren who are capable of mathematics have a good memory for formulas, numbers, numbers. However, as academician A. N. Kolmogorov points out, success in mathematics is least of all based on the ability to quickly and firmly memorize a large number of facts, figures, and formulas. Finally, it is believed that one of the indicators of the mathematical educational institution "Zabuzanskaya Secondary School" preschool groups. A particularly fast pace of work in itself has nothing to do with mathematical abilities. A child can work slowly and leisurely, but at the same time thoughtfully, creatively, successfully progressing in mastering mathematics MOU "Zabuzanskaya Secondary School" preschool groups Krutetsky V.A. in the book “Psychology of Mathematical Abilities of Preschool Children”, he distinguishes nine abilities (components of mathematical abilities): 1 The ability to generalize mathematical material, isolate the main thing, abstracting from the unimportant, to see the general in outwardly different municipal educational institution "Zabuzanskaya Secondary School" preschool groups 2 The ability to operate with numerical and symbolic symbols . 3 The ability for “consistent, correctly dissected logical reasoning” associated with the need for evidence, justification, and conclusions. Municipal educational institution "Zabuzanskaya Secondary School" preschool groups 4 The ability to shorten the reasoning process, to think in collapsed structures. 5 The ability to reversible the thought process (to switch from a direct to a reverse train of thought); Municipal educational institution "Zabuzanskaya Secondary School" preschool groups Flexibility 6 thinking, the ability to switch from one mental operation to another, freedom from the constraining influence of templates and stencils; 7 Mathematical memory. It can be assumed that its characteristic features also stem from the features of mathematical science, that it is a memory for generalizations, formalized structures, logical schemes MOU "Zabuzanskaya Secondary School" preschool groups 8 The ability to spatial representations, which is directly related to the presence of such a branch of mathematics as geometry. 9 The ability to formalize mathematical material, to separate form from content, to abstract from specific quantitative relationships and spatial forms and to operate with formal structures, structures of relationships and connections. Municipal educational institution "Zabuzanskaya Secondary School" preschool groups B before school age lays the foundations of the knowledge a child needs at school. Mathematics is a complex subject that can present some challenges during schooling. In addition, not all children are inclined and have a mathematical mind, so when preparing for school it is important to introduce the child to the basics of counting. Both parents and teachers know that mathematics is a powerful factor in the intellectual development of a child, the formation of his cognitive and creative abilities. The most important thing is to instill in the child an interest in learning. To do this, classes should be held in an exciting way. game form. Thanks to games, it is possible to concentrate the attention and attract the interest of even the most disorganized preschool children. At the beginning, they are captivated only by game actions, and then by what this or that game teaches. Gradually, children awaken interest in the subject of study itself. Thus, in a playful way, instilling in a child knowledge in the field of mathematics, teach him to perform various actions, develop memory, thinking, and creative abilities. In the process of playing, children learn complex mathematical concepts, learn to count, read and write, and in the development of these skills the child is helped by close people - his parents and teacher. Municipal educational institution "Zabuzanskaya Secondary School" preschool groups

One of the most significant activities in preschool age is play. Moreover, the child begins not only to take part in actions, but also to obey certain algorithms, rules, etc. This allows you to complicate the conditions over time, adding more and more new practical tasks.

Teaching numbers in a playful way can begin at 2-3 years of age.

Learning mathematics in a game

Educational games conducted by the parent with the aim of developing the child’s cognitive activity allow him to learn new knowledge and acquire the skills he needs in a simple and unobtrusive form. They perfectly develop fantasy and imagination, help the child remember and successfully put into practice forms of behavior. Thus, the child’s mental development reaches a qualitatively new level.

A game for a preschool child (especially when we're talking about about educational games) are not just entertainment. This is both labor and creative activity at the same time. Its role in the development of a child as an emerging personality cannot be overestimated. By directing and organizing the game, the parent can also include it in pedagogical process, monitoring all aspects of the child’s social development. Right organized game differs in that it always contains a specific goal, as well as the means necessary to achieve it.

The role of games in teaching preschoolers

This is especially evident in didactic games, which, among other things, have the goal of developing the child’s basic cognitive processes: attention, memory, and a general stock of ideas about the world around him. And despite the fact that the educational value of the didactic game is extremely small, it is indispensable for the prevention of socio-pedagogical neglect, preparing the child for school, etc.

Mastering mathematical concepts should be carried out strictly step by step. You need to move on to learning new material only after the previously learned material has been completely consolidated. In addition, the development of mathematical abilities and skills in preschool children must obey the strict principle of conformity with nature (each age has its own load).

Principles of organizing play activities for preschoolers

1. A game for a preschooler should be based on generally accepted standards of morality and morality, and respect for the child’s personality.
2. In no case should gaming activities in any way degrade the dignity of participants (including losers).
3. A didactic game should help a child to comprehend the world around him as deeply as possible, assimilating the laws that it obeys.

Game activity in mathematics from kindergarten

In particular, the purpose of didactic games may be to develop mathematical abilities in preschool children. Through play activity this will be much easier to do.

How to use educational games to teach your child the basics of counting

Modern pedagogy is developing at a rapid pace. And more and more schools are beginning to use developmental technologies using computers in the learning process and recruit experimental classes. And the same can be safely said about family education.

Didactic games help develop mathematical abilities

It is no coincidence that a child’s early introduction to high technologies: computer and information literacy is a requirement of the modern rhythm of life. That is why, already in the preschool period, it is necessary to pay maximum attention to the formation of mathematical concepts and the basics of computer science. All these skills will definitely be useful to your child at school.

What should a child know by the time he enters first grade?

Despite the fact that mathematics is one of the basic school subjects, as well as the basis of many sciences that a child will begin to study in the future, it is this discipline that in many cases causes considerable difficulties for children. This is largely due to the fact that the mathematical mindset, which greatly facilitates the child’s perception of information of this type, is not inherent in all children.

However, there is a strictly defined system of knowledge and mathematical concepts that must be formed by the time the child enters school.

1. Ability to count from zero to ten in both ascending and descending order
2. Developed skill of recognizing numbers in a series (even if they are placed separately)
3. Formed ideas about cardinal and ordinal numbers
4. Formed ideas about the “previous” and “next” number within ten
5. Knowledge of basic geometric shapes and the skill of recognizing them (understanding the features that distinguish a triangle, circle, square, etc.)
6. Having an idea of ​​the whole and the parts; the ability to divide an object into 2 and 4 equal parts.
7. Ability to use sticks, strings and some other measuring devices to estimate body parameters such as length, width and height
8. The ability to compare objects according to the categories “more-smaller”, “higher-lower”, “wider-narrower”.

Does a preschooler need computer science?

Despite the fact that today computer science is an optional discipline that is not included in the category of compulsory subjects, some ideas about computer science should be formed in the child by this time. For example:

• Knowledge about algorithms.
• An initial introduction to computers.
• Understanding the program used to control a computation.
• Basic skill in using algorithms and logical operations using the And, Or, and Not commands.

Initial acquaintance with computers for preschoolers

Basics of mathematical concepts in preschool age

Mastering mathematical knowledge is impossible without the child understanding such fundamentals of science as quantity, number, etc. However, given that for a child they remain abstract for a long time, understanding even the simplest categories at first glance can be significantly difficult.

In these cases, it is possible to develop mathematical abilities in preschool children through play activities.

Simple didactic games give the child the opportunity to understand what “digit” and “number” are, and form adequate spatio-temporal ideas. In order for games to have maximum effect, it is necessary to build them on the basis of the following principles.

For a child to effectively master the skills acquired during games, it is necessary that visual material be used in classes: bright pictures, toys, cubes, etc. This is explained by the fact that the voluntary attention of preschoolers is not yet well developed. And to activate it, it is necessary that the object be distinguished by such qualities as brightness, novelty and contrast. In addition, favorite toys used during classes will make them even more interesting and exciting.

Geometric cards develop spatial understanding

For example, if a child has some difficulty in counting, you can put in front of him several geometric shapes painted in different colors and sequentially count the objects in each of them. In order for the child not to become attached to specific things and to be able to transfer the acquired knowledge to different objects, it is very advisable to use new toys in the learning process, supplementing the existing stock with new ones.

In everyday life, you should also encourage the child to name the number of objects on the table, the number of cars in the yard, children on the playground, etc.

After a child learns to count, parents will be able to significantly expand his stock of everyday knowledge by explaining the purpose of certain objects. For example, thanks to counting skills, it will not be difficult for a child to explain why a person needs a watch or a thermometer. And subsequently - to understand by the clock, at any moment, telling the time or measuring the temperature.

By school almost all children can count

A fairy tale is also an indispensable tool for developing mathematical concepts in a child. You can use lesson elements in an unobtrusive form, including them in the process: for example, when reading a fairy tale, you can ask the child how many characters he counted in it; how many animals, birds, trees are shown in the picture of the illustrated book. It is also useful to invite the child to compare characters, pointing out their similarities and differences; indicating who is more or less of them, higher or lower, etc. Operations with numerals can be performed within the first ten.

A significant role in the development of addition and subtraction skills in the future will be played by the child’s ability to divide a whole object into parts.

In order for the child to effectively learn the concept of quantity, as well as the “previous” and “next” number, you can play with him, for example, by inviting him to guess the number within certain limits and giving him hints with the words “more” or “less.” This will allow the child to better navigate numbers and compose complete number series in his mind.

Children love to play with counting sticks

Ordinary counting sticks can also make a significant contribution to the development of a child’s mathematical understanding.

Here are just some examples of didactic games using these items:

1. Lay out the counting sticks in front of the child and invite him to first choose any two, and then distribute them on two sides. After this, the child must say how many sticks are on each side.
2. Over time, the conditions of the game can be slightly complicated by asking the child to divide four sticks into two parts. And then suggest other ways to divide the four sticks into two groups. Subsequently, the number of sticks can be increased to 10. Increasing the number of sticks will give the child more scope for imagination, offering more and more new ways of division.
3. You can make simple geometric shapes from sticks, thereby explaining to your child what a “triangle”, “rectangle”, “square” is. Once your child has an understanding of angles, you can explain the differences between shapes in more detail. And also invite him to fold them from sticks on his own.
4. Over time, classes on forming simple geometric concepts can be complicated by asking the child to fold, for example, a rectangle with a side of 3 or 4 sticks. Or make different shapes from the same number of sticks.
5. It is also useful to offer the child a fixed number of sticks, from which he could assemble two figures, or figures that have one common side.
6. Counting sticks are also great for making simple numbers and letters. Using this method also prepares the child well for working with the lined surface of a notebook.

Preparing your hand for writing. Working with notebooks

Before you start teaching your child to write numbers, it is necessary to carry out significant preliminary preparation with him. In particular, he must clearly understand what a notebook cell is, what its boundaries are, and find the corners, middle and sides.

After the child begins to freely navigate the lined surface, it will be possible to move on to drawing simple ornaments, for example, connecting opposite corners of the cage, or points located in the middle.

Preparation for writing includes various exercises

No matter how strong the parent’s desire to teach the child to write as quickly as possible and prepare his hand for writing numbers, it is very desirable that in one lesson he learns no more than one or two patterns. The benefit of such activities is not only that the child prepares to write more complex elements, but also perfectly develops fine motor skills.

Logic games in preschool age

The development of mathematical abilities in preschool children through gaming activities is impossible without the use of logical games. Among other things, logic games stimulate the child to look for non-standard and unusual solutions, develop creative thinking in him, and support his desire to continue learning.

Logic game for preschoolers

Entertaining ones are valuable because they unobtrusively lead the child to the conclusion that in order to complete a task that is interesting to him, concentration and concentration are necessary. This makes it possible not only to develop thinking, but also to polish voluntary attention. This will give the child the opportunity to perceive the conditions of the task and look for a possible catch in it. Thus, the development of mathematical abilities of preschool children through gaming activities is carried out as unobtrusively and correctly as possible.

You need to read the problems out loud, slowly and clearly so that the child can draw conclusions from each sentence and understand it correctly. It is very undesirable to give the child too many explanations: he must independently assimilate the train of thought. This will greatly enhance the joy of discovery.

Simple and familiar riddles from childhood will also play an irreplaceable role in the process of logic development: this will give the child the opportunity to learn to identify the key features of objects and recognize them by them.

Games for mastering the basics of computer science

Despite the fact that computer science is still not a subject compulsory for study at primary school age, studying its fundamentals greatly contributes to the development of forms of abstract thinking. It also helps to master such actions as classifying objects according to certain criteria, ranking, distinguishing between the main and the secondary. The child begins to learn to assimilate established rules and strictly adhere to them.

To master basic concepts of computer science, you can use Board games, which are sold in all children's stores today.

Computer games for preschoolers develop abilities

The meaning of most board games for children is quite simple: with the help of chips and a cube, the child moves around playing field. Thanks to this, spatio-temporal relationships are formed, the ability to follow given instructions, and carry out sequential actions. The child learns the simplest conditions and algorithms. It is desirable that board games be complemented by a plot that is interesting for the child, thoughtful design and interesting graphics.

Conclusion

Despite the fact that not every child has a mathematical mindset and learning science can be difficult for him even at the initial stages, special exercises carried out in a playful way can significantly make it easier. And at the same time, turn it into an interesting and exciting game.

Classes conducted in a playful way allow the child to accustom himself to controlled activities, instilling in him an interest in learning. Also math games have a beneficial effect on the development of memory, thinking, speech, as well as creative abilities. And then they help to master more complex categories, such as numbers, numbers, counting, etc. The child prepares his hand for writing and learns to navigate in space.

Description of the presentation by individual slides:

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Formation of mathematical abilities in preschool children through play activities, senior teacher of MBDOU No. 46 Tuaeva N.M.

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Children are inquisitive explorers of the world around them. This feature is inherent in them from birth. The formation of cognitive interest in preschoolers is one of the most important tasks of teaching a child in kindergarten.

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Today, and even more so tomorrow, mathematics will be needed to one degree or another by a huge number of people of various professions, and not only mathematicians. Mathematics can and should play a special role in the education and development of personality. Knowledge is needed not for the sake of knowledge, but as an important component of personality, including mental, moral, emotional and physical education and development. The special role of mathematics is in mental education, in the development of intelligence. This is explained by the fact that the results of learning mathematics are not only knowledge, but also a certain style of thinking. Mathematics contains enormous opportunities for developing children's thinking in the learning process from a very early age.

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My goal was to work on the formation and development of mathematical abilities in children through playful entertaining material, through didactic games, puzzles, crosswords, labyrinths, puzzles, entertaining questions, riddles, joke problems, sayings, counting rhymes, proverbs and physical education lessons with mathematical content.

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For this purpose, an appropriate developmental environment was created in the group, a mathematical corner was set up, where didactic games and other entertaining game material were located. An approximate list of materials in the corner. Small toys for counting, numbers from 1 to 5, 10. Tables with objects from 1 to 10, to reinforce ordinal, forward and backward counting. Toys of different sizes from 1 to 5 pieces. Geometric shapes Pictures depicting different parts of the day (natural phenomena). Pictures depicting the seasons (natural phenomena). Tables depicting symbols of parts of the day and seasons. Counting sticks. Pictures with orientation on the sheet plane: labyrinths, maps, diagrams. Calendar Logic games, lotto, checkers, chess, dominoes, etc. Didactic games according to age.

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My experience was represented by the system of work between the teacher and the family, which ensured the achievement of the best results. The group held joint meetings, open classes, entertainment, and consultations. Topics of consultations: “The role of entertaining mathematical material in the formation of a child’s personality. Learning to solve problems with ingenuity." “Introducing preschool children to entertaining mathematical material” “Teaching children to think logically”

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Work with children was carried out in stages: At the 1st stage, we tried to arouse children’s interest in educational and entertaining mathematical material with the help of riddles, tasks, jokes, entertaining questions, crosswords, rebuses, puzzles, didactic games, and I also used waste material: cubes , buttons, clothespins, skittles, cones, acorns, chips, vegetables, fruits, etc. At the 2nd stage, a series of mathematics classes was developed, in which children became acquainted with new gaming and entertaining material, acquiring new knowledge and skills., learned to overcome difficulties together, assessed themselves and others, made conclusions and conclusions. These classes combined game situations, didactic games, visual material and actions with them.

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For better assimilation and consolidation of the material, work with entertaining mathematical material was carried out throughout the day: in the morning, during a walk in the form of games (for example, “magic rope”, where children happily lined up in the form of geometric shapes), in free time In the evening.

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I also had conversations with specialists. So, in physical education classes, the children consolidated their counting and named the figures themselves that were obtained during the rearrangement. Thus, the work carried out showed that the manifestations of preschoolers’ interest in mathematics are successfully formed in a playful way, as well as with playful mathematical material. The simplest tasks, exercises that require resourcefulness, ingenuity, originality of thinking, and the ability to critically evaluate one’s own conditions, activate cognitive activity children during their education, contribute to the development of interest in mathematics.

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If the children had difficulty solving problems, then funny problems and joke problems helped them with this and the children solved them quickly and with enthusiasm. They remembered the numbers faster, memorizing funny poems, counting rhymes, and riddles.

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In the learning process, the following didactic games were used: 1. Quantity and counting “Which toy is missing?”, “Say the opposite,” “Find as many toys as…”, “ Wonderful pouch”, “Mark with a number”, “Abstract artist”, “Find a pair”, “Find neighbors”, “Count further” and others. Despite the variety of games, their main task should be the development of logical thinking, namely the ability to establish the simplest patterns: the order of alternating figures by color, shape, size.