Methodological training of future teachers to work in grades 1-4 of the New Ukrainian school

The Implementation of the Concept for the reform of general secondary education "New Ukrainian School", approved by the Cabinet of Ministers of Ukraine in December 2017, the new State Standard of Primary Education (2018) and Typical Educational Programs (2018), ensuring achievements of the future primary school teacher training determined by the Draft of the Standard of Higher Education of Ukraine for the speciality 013 Primary Education, EL "Bachelor", and in accordance with the Professional Standard "The Teacher of Elementary School of General Secondary Education Institution" requires a review and update of the content of methodological training of students of the appropriate speciality at a university. As a result of the analysis of the normative programs of the course "Methods of Teaching Mathematics in Elementary School" in 12 higher education institutions that carry out the training of primary school teachers, significant differences were found, both in the number of hours for studying it and in the content of methodological training. Differences in the content of the discipline apply not only to its various structuring in modules, but also in the shifting of emphasis, in some programs, from the core issues onto secondary ones, which leads to a superficial study of methodology of teaching content lines of mathematical education. The content of the methodological training of future teachers should include a methodology for teaching all content lines of the mathematical educational branch to primary learners in accordance with the Typical Educational Programs (NUS 1 and NUS 2) and should be structured according to the content modules, each of which includes several topics, according to the concentric deployment of numbering issues and arithmetic operations, and also should contain modules devoted to the methodology of teaching the solution of scene mathematical problems (simple, composite, typical), modules for the study of the main variables and their measurement, and modules devoted to the algebraic and geometric propedevity in elementary school. In the plan of each topic, should be provided questions that are aimed at forming the components of methodological competency. Obviously, the main purpose of the course "Methods of Teaching Mathematics in Elementary School" is the formation of a special-methodical component of methodological competency of future teachers of elementary school. However, in order to achieve the results determined by the Draft of the Standard of Higher Education and for the training of future teachers to perform the professional functions defined by the Professional Standard, attention must be paid to the formation of other components: normative, variational, technological, control and evaluation, design and modeling