MODERN METHODOLOGICAL FOUNDATIONS FOR SHAPING MATHEMATICAL CONCEPTUALIZATION IN PRIMARY EDUCATION

This article examines the evolution of pedagogical strategies in primary mathematics education. It moves beyond traditional rote memorization to explore a student-centered paradigm, emphasizing the Concrete-Representational-Abstract (CRA) framework and the Singaporean “Model Drawing” approach. The author discusses the psychological transition of young learners from intuitive thinking to logical reasoning and highlights the role of teacher-student discourse in reinforcing mathematical fluencies. The paper argues that true mathematical literacy is achieved when conceptual understanding is prioritized over procedural speed