{"version":"1.0","provider_name":"NJD-iscience","provider_url":"https:\/\/nor-ijournal.com\/ru","author_name":"NJD-iScience","author_url":"https:\/\/nor-ijournal.com\/ru\/author\/ad432mdfin45\/","title":"Ismayilov M. - THEORETICAL FOUNDATIONS OF MATHEMATICS AND ITS TEACHING METHODOLOGY IN PRIMARY CLASSES FOR PRIMARY SCHOOL TEACHING","type":"rich","width":600,"height":338,"html":"<blockquote class=\"wp-embedded-content\" data-secret=\"HY2qkiw7M9\"><a href=\"https:\/\/nor-ijournal.com\/ru\/2023\/11\/27\/121-18\/\">Ismayilov M. &#8211; THEORETICAL FOUNDATIONS OF MATHEMATICS AND ITS TEACHING METHODOLOGY IN PRIMARY CLASSES FOR PRIMARY SCHOOL TEACHING<\/a><\/blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https:\/\/nor-ijournal.com\/ru\/2023\/11\/27\/121-18\/embed\/#?secret=HY2qkiw7M9\" width=\"600\" height=\"338\" title=\"\u00abIsmayilov M. &#8211; THEORETICAL FOUNDATIONS OF MATHEMATICS AND ITS TEACHING METHODOLOGY IN PRIMARY CLASSES FOR PRIMARY SCHOOL TEACHING\u00bb &#8212; NJD-iscience\" data-secret=\"HY2qkiw7M9\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"><\/iframe><script>\n\/*! This file is auto-generated *\/\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!\/[^a-zA-Z0-9]\/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.addEventListener(\"DOMContentLoaded\",function(){for(var e,t,s=l.querySelectorAll(\"iframe.wp-embedded-content\"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute(\"data-secret\"))||(t=Math.random().toString(36).substring(2,12),e.src+=\"#?secret=\"+t,e.setAttribute(\"data-secret\",t)),e.contentWindow.postMessage({message:\"ready\",secret:t},\"*\")},!1)))}(window,document);\n\/\/# sourceURL=https:\/\/nor-ijournal.com\/wp-includes\/js\/wp-embed.min.js\n<\/script>","description":"This article provides a thorough exploration of primary mathematics education, focusing on the evolving landscape of curriculum design, effective teaching methodologies, and the integration of tech-nology in the classroom. It examines the current curriculum with an emphasis on a holistic approach that balances computational skills with conceptual understanding. Various teaching methodologies, such as inquiry-based learning and differentiated instruction, are analyzed for their effectiveness in catering to di-verse learning styles. The article highlights the significant impact of digital tools in enhancing mathemati-cal understanding and engagement, while also discussing the challenges of integrating technology along-side traditional teaching methods. It delves into both formative and summative assessment strategies, em-phasizing the importance of feedback in student learning. The article addresses common challenges faced by educators in primary mathematics, offering strategic solutions and underscoring the importance of con-tinuous professional development to adapt to educational advancements and effectively meet student needs. This comprehensive analysis serves as a valuable resource for educators, curriculum developers, and policymakers, providing practical insights and recommendations to improve teaching and learning outcomes in primary mathematics education.","thumbnail_url":"https:\/\/nor-ijournal.com\/wp-content\/uploads\/2023\/11\/NJD_121-723x1024.jpg"}