DEVELOPING STUDENTS’ COMPETENCY-BASED COGNITIVE LEVEL THROUGH A DIFFERENTIATED APPROACH BY ENSURING INTER-TOPIC CONTINUITY IN TEACHING MATHEMATICS IN PRIMARY EDUCATION
Keywords:
competency, differentiated approach, inter-topic continuity, primary education, mathematics teaching methodology, integration, individual approach, mathematical thinking.Abstract
This article analyzes the theoretical and practical foundations of ensuring inter-topic continuity in the process of teaching mathematics in primary education. Special attention is given to the development of students’ competency-based cognitive level through a differentiated approach, taking into account their individual characteristics. The study is based on modern pedagogical approaches such as competency-based education, integrative learning, and learner-centered instruction. It is demonstrated that ensuring inter-topic connections contributes to the development of mathematical thinking, independent learning skills, and problem-solving abilities. The effectiveness of organizing the educational process based on a differentiated approach is scientifically substantiated.
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