SOME DIDACTIC APPROACHES TO THE EFFECTIVE IMPLEMENTATION OF CONTINUITY IN LEARNING MATHEMATICS
Continuity is one of the principles of education and can be considered as a stage of gradual concretization of its objectives and content. The process of teaching mathematics in each stage has its own characteristics and its expression of continuity. Continuity in training to mathematics is based on the psychological laws of mental activity of man. It causes the necessity of transition from one mental activity to another more complex. For the full realization of the abilities of the child in educational activities must take into account the different speed of thinking and different levels of development. It is possible at implementation level differentiation of instruction. For this, the teacher must possess the pedagogical diagnostics system, which will allow you to track an individual trajectory of intellectual development of the child, to be able to eliminate the causes of the difficulties encountered, develop a remedial and developing teaching materials.