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School guide. Peterson Lyudmila Georgievna: biography L g Peterson Russian language

Lyudmila Georgievna Peterson is a famous domestic methodologist-teacher, professor, doctor of pedagogical sciences. Works at the Russian Academy of Public Administration under the President of the Russian Federation. He works there at the department of strategic design. She is also known as the director and founder of the center for system-active pedagogy called “School 2000”.

Biography of the teacher

Lyudmila Georgievna Peterson was born in Moscow. Since childhood, I studied diligently and had a passion for both the humanities and the exact sciences. In this article we will look at the biography of Lyudmila Georgievna Peterson.

The future professor of pedagogy was born in 1950. At the age of 25, she began to work on the theoretical foundations of mathematical education. She was primarily interested in issues of lifelong education and the developmental education system. Over time, Lyudmila Georgievna Peterson achieved the first positive results.

Continuing Education Programs

The first result of her labors was a continuous course in mathematics, which was called “Learning to Learn.” This was her first attempt to put into practice her system of developmental education, on which Lyudmila Georgievna continuously worked from the early 1990s until 1997.

Lyudmila Georgievna Peterson developed an appropriate course, classes in which were to begin with preparatory groups in kindergarten, then continue in elementary school. The program was developed in detail up to grade 6 inclusive. It has become widespread in Russian schools.

Another continuing education program presented by Lyudmila Georgievna Peterson was called “Steps”. It was mainly designed to prepare preschool children for mathematics lessons.

Both programs included lesson scenarios for school teachers, detailed lesson plans and examples of homework for children of different levels of preparation.

Lyudmila Georgievna Peterson’s “Learning to Learn” program meets all the requirements of federal quality standards for primary general education in Russia. This has been repeatedly noted by reviewers from the Russian Ministry of Education.

This program began to be actively used in schools studying under the School 2000 system. This unique program provides children with continuous training from virtually three to 13 years of age. The children systematically master the basics of mathematics, constantly expanding their horizons. If you study using Peterson’s “Learning to Learn” manuals, then the perception of the material will be continuous at the stages of preschool, primary and general education.

The detailed methodological program contains:

  • an explanatory note with relevant advice for teachers;
  • the results that children studying the course should achieve;
  • detailed course content for each stage of general education;
  • thematic planning of lessons, independent and test work, volumes of homework and material for independent study;
  • lesson examples of mastering the entire program;
  • necessary material and technical support, without which the educational process will be incomplete.

After the success of the “Learning to Learn” program, Lyudmila Georgievna’s photo of Peterson began to appear in specialized pedagogical magazines and monographs. She earned unquestioned authority among her colleagues; people began to listen to her opinion and respect it.

Soon another program arrived - “Steps”. This course is primarily dedicated to preschool children. It is proposed to comprehend mathematical science within its framework from the age of three.

At this stage, Lyudmila Georgievna Peterson, whose biography is presented in this article, proposes dividing the educational process into two stages.

The first one is intended for children 3-4 years old and is called “Igralochka”. The second is for children 5-6 years old - “One is a step, two is a step...”. These are key courses that will give the child the basics of such a difficult science as mathematics, and in the future, if he studies continuously, they are guaranteed to ensure a high level of mastery of the material, good grades in school, and the development of logical and mathematical thinking.

In the textbook “Steps,” mathematician Lyudmila Georgievna Peterson provides detailed, comprehensive lesson plans that are designed for children with different levels of training.

The ultimate goal of this program is to develop in children a genuine interest in this science. This is achieved through didactic games, a variety of creative tasks, developing in children the ability to think logically, as well as general educational skills and personal qualities, such as perseverance, attentiveness, discipline, which in the future will help them successfully study at school.

Center "School 2000"

The Center for System-Active Pedagogy "School 2000" was opened by Peterson at the very beginning of 2004 on the basis of the Academy for Advanced Training and Professional Retraining of Education Workers.

The heroine of our article became not only its creator, but also its director, as well as its chief scientific adviser.

The pedagogical base of the center was developed by Peterson herself. The work was highly appreciated not only among a narrow circle of fellow teachers, but even at the level of the head of state. The team of authors was awarded the Russian Presidential Prize in the field of education.

It was Peterson’s textbooks, as has been repeatedly noted since then, that were reference books for almost all Russian schoolchildren who became prize-winners and winners of international mathematics Olympiads.

Conflict with the Ministry of Education and Science

Despite the authority that Peterson had, in 2004 she had a conflict with officials of the Federal Ministry of Education and Science. Her mathematics textbooks did not pass the standard state examination. As a result, textbooks were not included in the key list of books recommended and approved for use in lessons.

It is noteworthy that the books received a positive assessment from the scientific community, while negative reviews were given by specialists who conducted pedagogical examinations. Almost all the work was carried out by Lyubov Ulyakhina, an expert from the Russian Academy of Education. In the teaching community, she is known primarily as the author of textbooks on the Russian language.

According to her assessment, the content of the textbook did not correspond to the objectives of domestic education to instill patriotism and pride in one’s country. She made this conclusion based on the fact that on the pages of Peterson’s textbook there were repeatedly encountered characters from fairy tales and children’s works by the Brothers Grimm, Astrid Lindgren, Gianni Rodari, while there were practically no Russian authors and realities.

Conflict resolution

The verdict of the Ministry of Education and Science infuriated the entire teaching and scientific community. Teachers and parents collected about 20,000 signatures on a petition calling for a review of this decision, and social activists also criticized it. Ultimately, Peterson's textbooks were returned to the school curriculum.

Director of the Center for System-Activity Pedagogy “School 2000...” Academy of Advanced Training and Professional Retraining of Education Workers (APKiPPRO).

Lyudmila Georgievna Peterson
Date of Birth June 25(1950-06-25 ) (68 years old)
Place of Birth
  • Russia
Citizenship USSR USSR→Russia Russia
Occupation teacher
Children Vladimir Peterson
Awards and prizes
External images
Portraits of L. G. Peterson
On the website of the online store "Labyrinth"
On the website of the publishing house "Prosveshcheniye"

Scientific and methodological activities

L. G. Peterson, starting in 1975, together with mathematicians Naum Vilenkin and Georgiy Dorofeev, participated in the development of the theoretical foundations of continuous mathematical education in the system of developmental education. One of the first successful attempts at the practical implementation of a developmental education system was developed by L. G. Peterson in 1991-1997. continuous course in mathematics "Learning to Learn" for preschoolers, primary school and grades 5-6 of secondary school, which is widely used in schools of the Russian Federation. She also prepared mathematics programs “Steps” and “Learning to Learn”, and compiled lesson scripts for mathematics textbooks for school teachers. She was the scientific director of the educational and methodological complex “Perspective”. Since the 1990s, L. G. Peterson’s method has been widely used in preschool and school education.

In 2014, the first deputy chairman of the State Duma Committee on Education, O. N. Smolin, noted that Peterson’s textbooks were used by most members of the national teams of Russian schoolchildren who competed at international mathematical olympiads.

Mathematics curriculum

L. G. Peterson developed a comprehensive program for teaching mathematics, starting from children three years old through the ninth grade of a general education school. Unlike the traditional method, the Peterson system implies that the child must reach all decisions himself. Students are first given a task more complex than they can solve, they express ideas, propose options, and eventually, under the guidance of a teacher, rediscover the laws of mathematics. Children acquire important skills: they learn to overcome difficulties, go beyond ready-made solutions and invent their own, and critically evaluate information.

Textbooks by Lyudmila Peterson are used by both specialized and ordinary public schools and kindergartens. Her system is well thought out and focuses on understanding rather than memorization. The emphasis in the program is on logic and the development of abstract thinking, as a result, students master the skill of creating algorithms and deriving formulas on their own, not only in mathematics, but when solving any problems. Those who were considered behind when starting to study according to the Peterson system often level out and become successful students.

The methodology is criticized due to the fact that the success of learning largely depends on the teacher, since he is required to lead a discussion, and not just explain the topic, he is required to organize work in groups and competently build a dialogue. It happens that a teacher wants to work using this method, but turns out to be not ready. The same topic can be studied at different levels at different times, so if a child was absent from class, he will not be able to simply flip through the textbook and read everything he missed. Sometimes children, despite knowing complex things (for example, algorithms or set theory), may have problems with mental counting.

Incident with the Ministry of Education and Science

Notes

  1. Kozenko, Andrey. Patriotic subtraction (undefined) . // Internet newspaper “Znak.com”(04/08/2014). Retrieved April 13, 2014.
  2. System of textbooks "Perspective". Lyudmila Georgievna Peterson (undefined) . Publishing house "Enlightenment". Retrieved October 23, 2015.

https://www.site/2014-04-08/pochemu_odin_iz_samyh_populyarnyh_uchebnikov_po_matematike_ne_proshel_gosudarstvennuyu_ekspertizu

Patriotic subtraction

Why one of the most popular mathematics textbooks did not pass the state examination

In the near future, the Ministry of Education and Science of the Russian Federation will publish a federal list of recommended textbooks, and it will not include Lyudmila Peterson’s manual on mathematics for first through fourth grades. The second most popular mathematics textbook in the country has not passed the state examination. An expert at the Russian Academy of Education (RAE), Lyubov Ulyakhina, pointed out that “the content of the textbook does not contribute to the formation of patriotism.” Ulyakhina, however, says that the textbook is full of other shortcomings. Representatives of Lyudmila Peterson insist that the quality of the examination is extremely low and demand an appeal.

The rules for examining textbooks were tightened by the Ministry of Education and Science this year. From now on, every textbook on any subject must go through three state examinations. First, scientific and pedagogical examinations are carried out in parallel, then public ones. Each one is made by three experts independent of each other, and if there is at least one conclusion “against” with two “for”, the textbook will not be included in the school curriculum. Lyudmila Peterson’s textbook passed a scientific examination and was “cut down” at the pedagogical examination, it was done by RAO expert Lyubov Ulyakhina. During the examination, the specialist had to answer “yes” or “no” to 31 questions. For example, is its content accessible to children, does it develop critical thinking, does it form patriotism, does it promote a tolerant attitude towards representatives of ethnic, religious and cultural groups. In most cases, expert Ulyakhina answered “no.”

From a purely industrial conflict, it became a socio-political one after a fragment from an expert opinion was posted on social networks: “The content of the textbook does not contribute to the formation of patriotism. The heroes of the works of J. Rodari, C. Perrault, the Brothers Grimm, A. A. Milne, A. Lindgren, E. Raspe, gnomes, elves, fakirs with snakes, the three little pigs are hardly called upon to cultivate a sense of patriotism and pride for their country and their people". The liberal public was indignant. Lyudmila Peterson published an open letter as an advertisement in the Vedomosti newspaper accusing expert Ulyakhina of dishonesty. The parties continue to actively conflict. Packs of letters from teachers and experts both in support of the textbook and against it were shown to the correspondent’s site both in the press service of the Russian Academy of Education and in the office of the center for systemic and active training “School-2000” - now this is actually the headquarters of supporters of the textbook, headed by the author’s son - Vladimir Peterson. There is a high probability that the discussion about the quality of the textbook and its patriotic orientation will continue in court.

RAO expert LyubovUlyakhina: “This is not a textbook at all”

The scandal with Lyudmila Peterson’s textbook became very loud after a quote from your expert opinion that the mathematics textbook did not contribute to the formation of patriotism appeared on the Internet. How is this even possible?

I conducted the examination according to the federal state educational standard for all textbooks in all subjects. One of the first questions that I needed to answer was the question about the formation of personal qualities by the textbook. And in one more point the word “patriotism” sounded - and it was obligatory to give an answer. “Does the textbook form patriotism, love and respect for family, fatherland, one’s people, and land?” - that was the full wording. It was impossible to escape this point, but the issue had to be approached honestly.

- And why doesn’t this textbook develop patriotism, love for family and fatherland?

Let's open it. Yes, mathematics is an exact science, what, it would seem, does it have to do with love for the Motherland? But at the same time, the authors of textbooks set the task of shaping the child as a person, and not just teaching him to count. What we see from the very first pages: gnomes and Snow White are representatives of a foreign language culture. Here are the gnomes again - I began to wonder what they were doing here in such numbers, whether they were working on understanding when solving certain mathematical problems. And I came to the conclusion that they have no direct relation to the decision; in general, it is not clear what they are doing. Here, some kind of monkey, Little Red Riding Hood. When the attacks began on me: they say, patriotism in a mathematics textbook is funny, I thought: out of 119 characters drawn here, only nine are related to Russian culture. Sorry, no, patriotism is not funny, it’s our mentality.

One of the complaints about the textbook is the abundance of gnomes

What also attracts attention is how lovingly the characters of Western culture are drawn and how carelessly ours are. Here are the nesting dolls, what do they have under their eyes?

- I think they are wearing glasses. Such grandmothers with glasses, no?

And it seems to me that their faces are bruised. This is not respectful, where does this disdain for our culture come from?

We continue to scroll, there are no heroes of Russian culture. Here are the letters of the Old Church Slavonic alphabet carelessly depicted in blue ink. Where was this written in blue ink in our ancient books? Not to mention the fact that there are four factual errors, and the letters of the Russian alphabet (in the task, students are asked to correlate the letters of the Russian and Old Church Slavonic alphabet with numbers - website) have never had numerical values. The letters are depicted - scribble-doodle. But next to it, in the next task, there are Roman numerals - look how clearly and beautifully they are written. A child will come to the same Tretyakov Gallery and see correctly written letters there, which are not at all what he saw. This can lead to disrespect for the textbook, the teacher, and the school.

Here's a drawing of children fighting - it's just great, it's one of my favorites. They did not share the ball, the boy, as we see, won, long live the force. And who is this lady who comes to the girl’s aid? This is a fairy, and in our culture there is no such word or such a phenomenon. At the same time, look next to how ugly, blurry the image of Santa Claus is. What's wrong with grandpa's face, is he drunk? The tree next to it is completely unpresentable. It went, it just went.

But, excuse me, are Little Red Riding Hood or the heroes of Charles Pierrot, or the same Winnie the Pooh - are they perceived by children as foreigners? After all, there are Russian films, cartoons, adaptations of Alexander Volkov with his Ellie and Wonderland.

Why is this not perceived by children? From the very beginning, from kindergarten, we talk about the folklore of a particular country, we talk about the belonging of certain traditions to certain countries. We don't say abstract "folk tale", we say: Chinese folk tale or French literary tale. It is very important from a very young age to make it clear what the picture of the world is; we, teachers, form this correct view.

- Another serious complaint you have about the textbook is that it doesn’t teach you how to think. Why?

- Let's continue watching it. Here we study the sign and the number that is designated by it. The number is "six", in this case. I proceed from the fact that a teacher should start a lesson by posing a problem; this is a competent approach. And in the textbook we see that the problem has already been solved. The numbers are in a certain order, you don’t have to look for anything, you don’t have to think. Here is a picture and a sentence to count the items in the tea set. But this is wrong: the child sees not six certain objects, but a teapot, a sugar bowl, a milk jug and three cups - this is how he is taught from kindergarten. That is, he sees one set, and not six different items.

Here is a numerical segment - everything is already numbered, there is nothing to think about, count or analyze. He just needs to memorize it. Even problem 5+1 already has a ready answer. Then we see that the child needs to count the number of angles in a hexagon, but its very name already contains the word “six”, and even the angles are numbered so that there is no need to think anything at all.

Sometimes we see that the child is given false meanings of words and false concepts. Here in the problem the word “line” is used, but we see that the objects in the picture are in a row, and not in a line. The word is used in the wrong meaning, and the child forms the wrong picture. Here is a task to change the shape of a geometric figure. The author believes that a triangle can change into a circle - how is this even possible? If you change the shape of a triangle, it can become rectangular, equilateral, isosceles, but the angles will not disappear, it cannot become a circle. So we see a substitution of concepts, and not a task for a first grader.

Questions are formulated incorrectly. In a task on the position of the body in space, the child is asked what has changed (six houses are drawn with slight variations: different roofs, some have smoke coming from the chimney - website). This is an overly abstract question. It should have been asked more correctly and specifically: compare one house with another, and so on. And so the philosophical question arises: what changed, when did it change, and did it change at all? The textbook does not teach the child to think, compare, and analyze data. It feels like it is designed for intuition and enlightenment.

It seemed to me that some of the problems were more reminiscent of questions from IQ tests, rather than actual mathematical problems. Is this acceptable in your opinion?

Such tasks should either be placed in a separate section, or they should be graphically separated from the rest - these are tasks for the development of logic, they should be grouped and should not lie unattended among other tasks.

What do you think of this great question for first-graders: when did alphabetical numbering appear in Russia? Do you know that? No? Alphabetical numbering was first mentioned in the Radziwill Chronicle, when Prince Igor entered into an agreement with the Greeks. Our country was not called Russia at that time. Big mistake. And I saw the textbooks of the previous generation of this author, this error continues from edition to edition.

Another of your expert claims is that the language is complex. In the textbook for first grade there is the word “self-intersection”, for example.

Even in the textbook for first grade there are a lot of complex sentences. Here is a problem, it has 14 words in one sentence. Whereas the ceiling for perception by an adult is 16 words in a sentence. There are a lot of adverbial phrases that are not recommended in textbooks, and in speech in general - not very good. It is better to change participles with verbs or break the sentence into several simple ones.

Here we are again studying the position of an object in space. We see a picture: a bear cub is sitting on the ground, an owl is sitting on a tree next to him. And the picture asks the question - who is taller? This is an incomplete sentence and a rather abstract, poorly worded question. In the end, there’s simply nothing to think about, I looked, decided in two seconds, and that’s it.

In my opinion, this is not a textbook at all. It doesn’t teach, you can only draw and connect the dots through a transparent film, which, by the way, is not included with the textbook. The textbooks are already painted over after the first use; they can no longer be given to other first-graders. Some tasks make you horrified: “checkbox” minus “blue” - what should happen? I honestly don’t know. Here is an aquarium with six fish and a question: how many groups can they be divided into by size? One fish is clearly larger than the others, but a group cannot consist of one fish, that's obvious. A textbook should be a tool for analysis and conclusions. I don't see any of that here.

Executive Director of School 2000... Vladimir Peterson: “We refuse such a textbook, because the three little pigs do not instill patriotism”

So, one of the first complaints about Lyudmila Peterson’s textbook is the lack of patriotism in it, the dominance in the illustrations of heroes of Western culture and literature over Russian culture.

In general, the very idea of ​​assessing the “patriotism” of a textbook by the number of heroes from Russian and foreign fairy tales is, in my opinion, a mockery of the very concept of “patriotism,” although there are much more heroes from Russian children’s classics in our textbooks. But who and when determined the acceptable percentage of using foreign characters is unclear. True, in our case the question was not even posed in this way: the expert suggests that we abandon them altogether - the conclusions clearly state that Carlson, Sherlock Holmes, Cinderella, the Three Little Pigs and others “are unlikely to be called upon to cultivate a sense of patriotism and pride in their country and their people". In general, the fundamental complaint about the quality of expert opinions is precisely that they are replete with various statements, both true and false, but which are not related to the criteria of examination. Indeed, it is difficult not to agree that the three little pigs are “called” for other purposes. But it is not clear to us how the conclusion that the expert draws can be drawn from this.

As for other comments, we analyzed each expert’s argument on seventy sheets, sent it to the Russian Academy of Education and at the same time subjected both the expert opinions themselves and our objections to an open assessment with the participation of a wide range of scientists and practitioners, including from leading physics and mathematics gymnasiums and lyceums Russia, working from textbooks for many years. We received tens of thousands of signatures in support of our position and no response from RAO.

And how else can one treat statements that textbooks do not contribute to the intellectual and creative activity of students, when 75% of candidates and members of the Russian national mathematics team studied using them and defended the honor of their country at the international level? Isn’t this the main refutation of the expert’s arguments about the lack of patriotism and opportunities for intellectual and creative development?

- Okay, but let's get back to the pictures with characters from Western culture.

Firstly, the federal state educational standard requires “introducing children to the values ​​of world culture,” and we do not know how to do this without offering its best examples. We can go so far: we will soon discuss whether it is necessary to study Newton’s laws in a physics course if they were discovered by an Englishman. Secondly, we do not understand why the statements of one of the three experts, which contradict not only the facts and common sense, but also the opinions of the other two experts, formed the basis for a general negative conclusion. In an interview, Deputy Minister of Education Natalya Tretyak said that any doubts should be interpreted in favor of the child. But what to do with the negative consequences that these doubts lead to, you also need to think about this.

Whether this or that drawing is appropriate or not for this or that task - let's discuss, but there is no need to remove the entire textbook. By definition, a textbook cannot be ideal for everyone, but if in a sample of a million children it gives a positive result confirmed by practice, perhaps it is not worth making such radical decisions that pose a threat not only to the reputation of the Russian Academy of Education and the Ministry of Education and Science, but also to the quality of mathematics education? I repeat once again, we have heroes of all cultures represented, there are many of them, there is room for everyone in the 1200 pages of the course.

Here is another of the complaints against us, already associated with the great Russian classics, a textbook for the third grade. Why do we have Pushkin drawn here...

- With lilac hair and on a tiger.

It seemed to me that they were gray, but that’s not the point. I suggest first looking at the textbook page and seeing the context. Two tasks are given. First: Yura said that all tigers live in Africa, but Petya said that this is not so. Which one is right? Why? Prove it. And second: Olya said that none of the boys knew Pushkin’s poems. How to prove that this is not so? An illustration of these tasks is indeed “Pushkin” who “came” to the children on a tiger with a pen and paper. These are children, we need an element of play to make it fun and interesting for them. This is simply an artistic decision; no one has ever seen disrespect for Pushkin here. But any practitioner will say that these tasks are part of one of the main content and methodological lines of the mathematics course on the formation of logical thinking and the study of basic logical laws. But this is precisely what the expert did not see. By the way, the lack of logical skills on the part of the expert himself is, in my opinion, the main reason for such a low quality of argumentation.

Lilac-haired Pushkin on a tiger - an element of the game or disrespect for Russian culture?

The whole world is now thinking about the fundamental challenges of the time to the education system, and we are thinking together with everyone. And we achieved a lot. This is our patriotism, if you like, we are preparing champions of mathematical Olympiads according to the textbook. By the way, it’s not just about the champions; children from correctional classes are also taking a step forward, ahead of ordinary children in terms of motivation and development of key mathematical skills. But we are happy to respond to comments. Do you think we need to redraw Pushkin? Thank you, we'll think about it. And if you want to say that, based on this illustration, the textbook as a whole should be excluded due to disrespect for the poet or lack of patriotism - this is ignorance. And if this conclusion is signed by RAO, then it will not cease to be ignorance. We still believe that what happened was a simple misunderstanding. After all, expert Lyubov Ulyakhina is not even a scientific worker at the Russian Academy of Education, does not have an academic degree, has not previously been involved in the examination of textbooks, and is clearly not a mathematician by education. As far as I know, she is a former foreign language teacher. How could it then be possible to give the powers of an expert to a person who was clearly not ready for this?

One of the most serious complaints about the textbook: it does not teach you to think, it only promotes mechanistic memorization, and not analytical work. The expert gave me an example of a page from a textbook where the number “six” is studied, where you just need to memorize it.

This remark only confirms the previously stated points. It is well known that our textbooks, first of all, work not for simple memorization, but for involving children in independent search activities, their understanding of the process of formation of mathematical laws, immersion in the culture and nature of mathematics through personally significant difficulties in activity. Regarding the number “six,” the expert seems to have not bothered to read the teaching aids in the part that talks about studying numbers. This is where the amazing statements in style come from: to solve some problems you don’t need to know mathematics, you just need to be able to put dots, draw arrows and color the balls. Let me emphasize once again that two other RAO experts completely refute these conclusions.

In general, in my opinion, all more or less educated people should understand that if the first page of an expert report contains a whole bunch of logical and mathematical errors, then there is no point in reading the rest. Here is her claim: the author gives children the idea of ​​a polygon as a closed broken line without self-intersections. This is a classic definition; previously there was no addition about self-intersection, but this is a requirement of the Russian Academy of Sciences, which we treat with great respect. Following this definition, the expert says, we cannot find either its area or volume. But, excuse me, additional parameters are needed to measure the area, and the volume of a polygon is always zero, it is a flat figure. What is there to talk about? World-famous mathematicians no longer have any complaints about definitions, but Lyubov Ulyakhina did. The solution is to take the textbook out of the hands of millions of children, since any doubts should be interpreted in their favor?

But the language is really complex. The word “self-intersection” in a textbook for first grade, long sentences with adverbial phrases.

I will say this: in a number of cases we would accept an editorial change if it does not conflict with scientific expertise. But not in the context of banning the textbook, but within the framework of wishes for it. All the tasks have long been tested on a lot of children, they understand everything if the teacher works correctly. And at the same time, in each new edition we still make corrections and clarifications, which come to us as suggestions from all over the country from our teachers.

The expert is the author of manuals on the Russian language, and he himself is engaged in a gross, unacceptable substitution of concepts. In one of the tasks, children are asked to include “-en” in a chain of words to make another word. The expert attacks us that there is no suffix “-en” in the Russian language. Only, firstly, the fact is that the word “suffix” is not mentioned in the problem at all, and secondly, such a suffix still exists, I personally checked it. And in general, the expert did not even understand why such a task was given there. They should at least ask the practitioners working from the textbook.

Peterson's textbook is the second most popular in Russian schools, its authors say. With the help of such argumentation, anything can be excluded from the school curriculum, for example, Tyutchev's poems. Indeed, consider the line: “And they look sadly naked.” What follows from it? Dull, naked - this is the destruction of the moral health of children. In addition, there is no rhyme, and instead of “they look,” it is more correct to say: “they look.” And that’s it, away with Tyutchev from all textbooks.

- Okay, you rate the quality of the examination low, your right. But why is RAO entirely on the side of the expert?

It's amazing, I don't know, I don't have an answer. Considering the time pressure in which examinations were carried out with such an influx of textbooks, where they had to review dozens of textbooks a day, the likelihood of an expert error was initially very high. Then we turned to the president of RAO and asked: let's resolve this misunderstanding at the corporate level. If, in the end, RAO refuses all the positive conclusions issued in previous years and changes its position, provide at least some acceptable justification for such a decision.

- Was Lyudmila Peterson’s textbook the main one in Russian schools?

In the country it is in second place in demand.

- What will happen if he disappears from schools?

The country's leading teachers will be demotivated. It’s not just our textbooks; many others were not included in the federal list at all due to clerical claims, hitherto unknown. Entire scientific schools have been confiscated. It’s a shame for the teachers who have been achieving high results all these years, and mainly not with the Olympiad students, of whom there are only a few, but with all the other kids, with their strengths and weaknesses and characteristics. Many have grown up and bring their own children to the same teachers. A teacher who has been working for many years in one of the leading gymnasiums in the city of Kazan recently came to see me. He says, well, how to understand this. One of my graduates is a teacher at the Higher School of Economics, a second teaches at the Physics and Technology Institute, a third works at a state corporation, and a fourth works at a scientific laboratory in the USA. So what, they all grew up without respect for Russian culture?

The expert, in a conversation with me, said that she did not consider Lyudmila Peterson’s textbook a textbook at all and considered it only as additional material or a course.

It would be great if it were just an opinion. Not everyone likes our textbooks. Many respected people believe that our work is not the best that can be offered to children. But this is wonderful, this is a competition of opinions, textbooks, ideas. This is a chance for all of us to develop based on the fundamental right of choice as a teacher. Now it turns out that the private opinion of an untrained expert has become the official position of RAO and the Ministry of Education and Science. But here are hundreds of thousands of children, tens of thousands of teachers from whom this right was taken away, how can we explain the situation to them?

- What will you do with the textbook next year? Spot improvements or complete rework?

Under no circumstances will we ask children to calculate the volumes of polygons and will not remove tasks for the development of spatial thinking. We did not see a single constructive comment in the text of the examination, except for a few technical corrections, such as what the size of an eggplant should be. We have our own plans for further development, including the creation of electronic textbooks, and we will implement them. If RAO does not consider it possible to change its decision this year, which we still very much hope for, we will seek the truth in court with the participation of the professional community, and as openly as possible. A strange situation arises: we recently received an offer from China to translate our textbooks for Chinese schools. It is known that China is the leader in mathematics education today. People from other countries have been turning to us for a long time, we always told them: sorry, we have too much work in the Tver region, we don’t have time. Leaders are looking for the best examples in the face of new challenges, experts all over the world travel and watch. And we refuse our own, already established textbook, because the Three Little Pigs do not instill a sense of patriotism. Yes, perhaps they are not being brought up, but we should all re-read this fairy tale very carefully.

Educational system of activity-based teaching method “School 2000...” - this is the technological basis open educational and methodological set (UMK) “School 2000...” , which includes:
1) textbooks for a continuous course in mathematics “Learning to Learn” by L.G. Peterson et al.;
2) any textbooks from the Federal lists for other academic subjects of the choice of educational institutions, provided that the technological basis for their use is the didactic system of the activity method “School 2000...”.

The scientific director of the project is Doctor of Pedagogical Sciences, Professor of the Department of Primary and Preschool Education of the AIC and PPRO of the Russian Federation, Director of the Center for System-Active Pedagogy “School 2000...” L.G. Peterson. By decree of the President of the Russian Federation, the team of authors “School 2000...” was awarded the RF Presidential Prize in the field of education for 2002 for the creation of a didactic system of the activity method for educational institutions.

The didactic system “School 2000...” allows the teacher in lessons in various academic subjects to systematically include students in educational activities, where the processes of motivation, construction and correction of methods of action, implementation of norms and reflection, self-control and self-esteem, communicative interaction, etc. take place.

Mathematics course “Learning to learn” provided by: mathematics textbooks Peterson L.G. for elementary school students, mathematics textbooks by Dorofeeva G.V. and Peterson L.G. for secondary school students, methodological recommendations, visual and didactic aids, independent and test work, electronic supplements to textbooks; a well-functioning system of course training for teachers. The course is continuous and implements step-by-step continuity between all levels of training at the level of methodology, content and technique. Textbooks and teaching aids are published by the publishing house "BINOMIAL. Knowledge Laboratory".

Options for using the completed subject line of mathematics textbooks “Learning to learn”:
1. As part of the educational and methodological kit (UMK) for primary school “Perspective”.
2. As part of the open educational and methodological set (UMK) “School 2000...”.

Mathematics textbooks Peterson L.G. for grades 1-4 are included in the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, and secondary general education (Order of the Ministry of Education of Russia dated December 28, 2018 N 345).

To the textbooks Peterson L.G. An effective tool for managing the educational process has been developed. Computer expert program “Electronic supplement to the textbook by L.G. Peterson" is designed to diagnose the learning process and compare results with age norms. The use of an electronic application for grades 1-4 significantly facilitates the teacher’s work and improves the quality of the educational process as a whole.

The Russian Academy of Education notes that “The team of authors of the Association “School 2000...” managed to create a modern educational system for mass schools, which is fully consistent with state policy and directions for the modernization of Russian education. It is possible to use the mathematics course “Learning to Learn” with a wide range of textbooks from the Federal List without an emphasis on completeness based on the system of didactic principles “School 2000...” and the lesson structure adequate to it.”

System developed didactic principles of activity-based teaching method, namely:
1) operating principle , which consists in the fact that the student, receiving knowledge not in a ready-made form, but, obtaining it himself, is aware of the content and forms of his educational activities, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills;
2) continuity principle , meaning continuity between all levels of education at the level of technology, subject and supra-subject content and methods of their assimilation;
3) the principle of a holistic view of the world , which involves the formation in students of a generalized systemic understanding of the world (nature, society, the sociocultural world and the world of activity, about themselves, about the role of various sciences and knowledge);
4) mimnimax principle , which is as follows: the school must offer the student the opportunity to master the content of education at the maximum level for him and at the same time ensure mastery at the level of a socially safe minimum (state standard of knowledge, skills, abilities);
5) principle of psychological comfort , which involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of cooperative pedagogy, and the development of dialogue forms of communication;
6) principle of variability, involving the development in students of decision-making abilities in situations of choice in the context of solving problems and problems;
7) principle of creativity , meaning maximum focus on creativity in students’ educational activities, their acquisition of their own experience of creative activity.

Designed and correlated with different age levels activity-based teaching technology(including the structure of a modern lesson and a systematic typology of lessons), which allows you to replace methods of “explaining” new material with the construction of conscious ways for students to independently “discover” new knowledge, design ways to solve problems, correct and self-evaluate their own activities, and reflect on their results.

This technology is effective because it not only ensures high quality of subject knowledge and skills, effective development of intelligence and creative abilities, education of socially significant personal qualities while maintaining the health of students, but also contributes to the active formation of abilities for reflexive self-organization, which allows students to become independent subjects of their educational activities. activities and, in general, successfully navigate and self-determine in life.

The technology of the activity method has a general didactic nature, that is, it can be implemented on any subject content and at any educational level, taking into account age characteristics and the previous level of development of reflexive-organizational activity abilities. Long-term psychological, pedagogical and medical research (Moscow and the Moscow region, St. Petersburg, Yekaterinburg, Izhevsk, Kazan, Perm, Yaroslavl, etc.) revealed the effectiveness of the proposed technology in terms of the development of children’s thinking, speech, creative and communication abilities, formation skills of activity, as well as for their deep and lasting assimilation of knowledge. The concept of the mathematics course “School 2000...” allows you to use it, based on the developed technology, with a wide range of courses in other academic subjects.

“School 2000...” is a continuous course in mathematics by Peterson L.G., Dorofeeva G.V., Kochemasova E.E. and others. Preschool educational institution - NS - SS (Pre-school preparation - Primary school - Secondary school). Therefore, you can start working with your child in this program from the age of three.

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