The dissertation presents an author’s methodical system of forming computing skills in primary school students. The analysis of the basic concepts of scientific research is carried out and their interpretation is given. The concepts of «computing sub-skills» and «computing skills» are studied, and the classification of computing skills is given. The paper differentiates the concepts of computing sub-skills and computing skills, given that not for all cases of calculation, methods of action can be automated and mastered at the skill level. In the scientific work, the computational activity is studied in the context of general theory of activity. The research considers approximate basis of computational activity and method of calculation, classification of calculation methods, features of application of various methods for separate cases of calculation, and the dynamics of studying calculation methods in the initial course of mathematics. Based on the properties of mental actions, the features of a full-fledged computing skill are determined. In addition, on this basis, the criteria for the formation of computing skill are worked out and the levels of skill formation are characterized.
Given the fact that the basis of all cognitive processes is the human brain, we studied the age characteristics of neural and functional development of the brain, which affect the quality of computational activities of primary school children. It is established that in the process of child development and as a result of performing tasks the functional structure of the process changes and the formation of computational activities in the following stages can be based on another system of zones that work together. In identifying possible learning difficulties, a disorder that has a neuropsychological basis – dyscalculia – was considered and ways to correct it were identified. It is shown that for the formation of computing skills with the desired qualities it is necessary to follow the psychological and didactic laws and requirements for the process of mental actions formation. This is possible under the conditions of building a methodical system based on the theory of systematic and gradual formation of mental actions and concepts of P. Halperin in compliance with the requirements for the mental actions formation of L. Friedman. These include completeness of the orienting basis of mental actions; awareness and fullness of skills; stretching of the process of skills formation, and systematic elaboration of each sub-skill or skill. It is also based on the the method of interval learning of B. Oakley, which takes into account the patterns of memorization of educational material, generalized by Ya. Grudionov.
The analysis of non-traditional approaches to the formation of computing skills, their positive impact on this process and their shortcomings are identified. Based on the analysis of psychological patterns of mathematical concepts, skills, and abilities formation, it was found that the process of repetition through various activities that lead to a certain reconstruction of the material is more effective than its repetition in the same form. In addition, the transfer of information from short-term memory to long-term memory is carried out over a period and to speed it up, it is advisable to use the technique of stretched repetition, which is called interval. The methodical system of computing skills formation in younger school children is developed, its purpose, maintenance, methods, forms and means of training are defined.
On this basis, a methodology for the formation of computational techniques and computing skills as the highest degree of mastery of computational techniques has been developed, which provides for three stages: preparation for the introduction of a new technique; acquaintance with the method of calculation; consolidation of reception and formation of computing skills. Moreover, at each of these stages the requirements of L. Friedman are determined, which should be followed, the corresponding stages of formation of mental actions according to P. Halperin are clarified with the indicated moments to the content and form of presentation of tasks by N. Talyzina, which should be taken into account. At the final stage, the stages of forming computing skills as the highest degree of mastering the technique of calculation are established and emphasis is placed on taking into account the laws of memorization and implementation of the method of interval learning of B. Oakley. Combining computational techniques within each group according to the author’s classification into subgroups makes it possible to demonstrate the interval in the study of a particular technique and the possibility of its reconstruction, depending on the changed conditions.
The efficiency of the developed methodical system of forming computing skills in primary school students is experimentally checked and the expediency of its application is proved.
