The article discusses the features of the implementation of the integration principle in teaching mathematics to primary school children. Integration in the article refers to the natural relationship of Sciences, subject areas, individual sections and topics based on the unifying idea of a consistent, comprehensive disclosure of the studied processes and phenomena. It is noted that due to the spread of the ideas of integration as a didactic principle of learning among the pedagogical community, the concepts of "integral", "integration", "integrative" and "integrated" have been mixed, so the article clarifies the definitions of these concepts and defines the areas of their application. The authors introduce the concept of "integrated task", which is understood as a study task, for which students need to apply knowledge and skills from various subject areas. The result of such a task may be an awareness of the connection between the studied objects, Sciences, or a universal method of action, the application of which does not depend on the subject area. The article notes that an integrated task can be designed in a vertical and horizontal structure. The basis for building an integrated task in a vertical structure is the proximity of the content of subject areas. To build an integrated task in a horizontal structurethe basis is the methods of activity that are characteristic of one subject area and can be applied when studying material in another subject area. The article provides examples of integrated tasks based on the example of mathematics, designed in both vertical and horizontal structures.
Mathematical Abilities of Preschool Children