ТЕКСТОВИ ЗАДАЧИ В КОСВЕНА ФОРМА В НОВИТЕ УЧЕБНИ КОМПЛЕКТИ ПО МАТЕМАТИКА ЗА ТРЕТИ КЛАС
INDIRECT WORD PROBLEMS IN THE NEW MATHEMATICS LEARNING KITS FOR THIRD GRADE STUDENTS

Summary/Abstract: In recent years, education in Bulgaria has followed the trends imposed by the European Union and related to the mastery of some key competences. They contribute to the development of knowledge, skills and attitudes in students, as well as to their more successful social fulfilment. Since 2016/2017 school year, education in Bulgarian schools has been in compliance with the new Pre-School and Primary School Education Act. Pursuant to this act, students are to be educated according to new curricula and learning kits for the respective year of education. According to the new curricula, the general education of students from 1 to 4 grade, covers main groups of key competences. With the direction and goals of modern mathematics education towards development of competencies, the role of word problems, which are mostly related to modelling and solving practical problems by students, is increasing. It is essential to check whether, while educating primary school students in Bulgaria, due attention is paid to word problems and the skills for solving them. Are there relatively large number of problems of various types and semantics included in the available mathematics textbooks for third-year students? Learning how to solve word problems in primary schools is an integral part of studying mathematics. Word problems take a significant part of the learning content in Mathematics for primary school students. They reveal to students the connection between theory and practice, as well as the application of Mathematics in people‟s daily lives. Students solve word problems containing indirect relations from their third school year. Indirect word problems are a challenge for primary school students. They are introduced in pairs – students are presented with a direct and an indirect problem. The students compare and analyse them and come to the conclusion that their solution is the same. The main idea of this article is to provide an analysis of the indirect problems included in five of the new textbooks and notebooks in Mathematics for third-year students. The purpose is to establish the number of the indirect plot word problems compared to the total number of plot word problems, intended for class work with primary school students. Since 2019/2020 school year, the Ministry of Education and Science has included indirect word problems in the annual assessment of the educational results of students at the end of their fourth year, carried out as a national external assessment. This is the school year in which the first fourth-year students completed their initial stage of education according to the new act, the new curricula and learning kits. That is why it is interesting to me how this teaching content is included in the new Mathematics learning kits and whether students will be prepared for the new format of the national external assessment.

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