INTRODUCING THE CONCEPT OF NUMBERS AS PART OF SPEECH IN GRAMMAR AND SPELLING TEACHING
DOI:
https://doi.org/10.5937/metpra27-51456Keywords:
elementary grammar and spelling teaching, numerals, school curricula, grammar textbook, didactic-methodological apparatusAbstract
Numerals hold a significant place in grammar and speech practice. Hence, the aim of this study was to examine the principles of systematicity and progression, along with other aspects of introducing numerals in grammar and spelling teaching. Content analysis and comparative analysis encompassed curricula and learning programs from the first grade of elementary school to the fourth grade of gymnasium, as well as grammar textbooks from the second to the fifth grade. Inconsistencies in the didactic-methodological apparatus of textbooks were observed, as well as insufficiently clear and logical connections between contents for the first and second cycles of elementary school, and between elementary and high school. This suggests the need for changes in the content of curricula and grammar textbooks to overcome these discrepancies. Then, language teaching would be further grounded in science and adapted to the students‘ age.
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