GENERAL ISSUES OF THE METHODOLOGY OF TEACHING NON-NEGATIVE INTEGERS NUMBERING IN PRIMARY SCHOOLS

Abstract

This article discusses the general methodological issues of teaching non-negative integers numbering in primary schools. The study examines the content, objectives, principles, methods, and organizational forms of teaching pupils to read, write, compare, and sequence non-negative integers. Particular attention is paid to the formation of pupils’ understanding of numbers, digits, the natural number sequence, place value, and relationships between numbers. The article emphasizes the importance of using visual aids, practical activities, didactic games, interactive methods, and information technologies in the teaching process. It is argued that systematic and age-appropriate instruction helps pupils develop mathematical thinking, logical reasoning, independent learning skills, and mathematical communication. The study also highlights the importance of moving from concrete objects and practical activities to abstract mathematical concepts when teaching numbering.