Psychological Means and Mathematical Concepts Acquisition in Preschool Age: Which Are Better to Use?

The conducted research is devoted to evaluating the effectiveness of the formation of mathematical concepts of size (length, area, and volume) in preschool children aged 6–7 years with different levels of development of executive functions. As part of the experiment, the concept of magnitude was formed using traditional, traditional with play elements, and symbolic and modelling approaches. The approaches were based on the same actions of children (selection of objects by size through comparison and measurement with the help of measurements), the same methods of their implementation, only the situations in which new concepts were introduced and worked out, and the means offered to children differed. It was found that the development of mathematical abilities in the course of formative classes occurs in students regardless of the approach used. This means that it is the actions of children organized by the teacher and the methods of these actions that are of fundamental importance in the formation of the concept of magnitude, and the situations and means of formation used play some other role, the meaning of which will be clarified in subsequent studies. The results of the study outline ways to further investigate the effectiveness of using traditional and non-traditional approaches in the formation of mathematical concepts in preschoolers. Results of the study are discussed in Vygotsky–Piaget perspectives on education and educational means in preschool age.