Doctor of Pedagogy, Director of the SDP Center "School 2000 ...", Professor of the Department of Primary and Preschool Education, Laureate of the President's Prize in Education, Leading Specialist of the Department of Strategic Design of the RAGS under the President of the Russian Federation, Project Manager "Theoretical Foundations of the Didactic System of the Activity Method"

Publishers

Peterson Lyudmila Georgievna in her life published textbooks only in two publishing houses:

• Juventa
• Balass

According to calculations from the catalog of the Labyrinth online store, she wrote a total of 64 publications, of which 56 were from the Juventa publishing house and 8 from the Balass publishing house.

"Build Your Math"

Build your own Mathematics- a methodical course in mathematics, written by Peterson Lyudmila Georgievna and partially Kubysheva Marina Andreevna. The textbooks for this course are from first to sixth grade. Kubysheva Marina Andreevna wrote with Peterson Lyudmila Georgievna only textbooks from this course for the first, second, third and fourth grades. The course also includes a booklet for teachers, which is called “Standards - assistants to teachers and students. Guidelines". This booklet was printed by Ludmila Georgievna Peterson, Lilia Arkadievna Grushevskaya and Svetlana Evgenievna Mazurina. The entire course was published by the Yuventa publishing house in the Primary School. Maths".

The author of one of the popular teaching methods used by the strongest Russian schools, Lyudmila Peterson, tells about this and much more to RG.

Russian newspaper: Lyudmila Georgievna, what are the main programs that the elementary school works on?

Ludmila Peterson: These are the programs "School of Russia", "Perspective", Zankov, Elkonin-Davydov, "Harmony", "School 2100", "School XXI century", we are "School 2000", there are others. All of them implement the federal standard, and their differences are in the way of teaching the material and methods.

RG: What do parents who have chosen a school that teaches Peterson Mathematics need to know?

Peterson: Their school is working to not only prepare the child well in mathematics, but also to raise a successful person. Therefore, the educational process is organized differently. In a traditional school, the teacher explains and the student learns. With us, each child acquires new knowledge on his own. To do this, he is given tasks that he still does not know how to solve. Versions are born in him, he begins to discuss them, puts forward and tests hypotheses. There is a creative work that educates the personality, and knowledge is assimilated deeper.

RG: I read the reviews of my parents and came across this comment: "There are problems in the math textbook that even adults cannot solve!" What tasks are we talking about?

Peterson: About those that require not so much knowledge in mathematics as ingenuity. Therefore, children often solve them faster than adults. And this prepares them for modern life, where even mastering a new version of a mobile phone is a non-standard task.

Let's solve, for example, a problem for the first grade: "A watermelon weighs 3 kilograms and another half a watermelon. How much does a watermelon weigh?" Correct answer: 6. Children find it almost more often than their parents. And there is nothing wrong with that. I remember once there was an article in the "Teacher's Newspaper" that if a mother does not know how to skate, this is a great happiness for the child: he will study with her, do something no worse than mother, and believe in myself. Therefore, along with "ordinary" tasks and examples, which are still the majority in the textbook, there are also non-standard tasks and joke tasks.

RG: Well, why do we need puzzles like: mom bought five packs of salt, ate two at dinner. How much is left?

Peterson: In order to teach children to carefully work with information, to be able to analyze it. Indeed, the task may not have enough conditions, data, there may be extra data, conditions that are far from real life, the question is ambiguously posed - "go there, I don't know where." In this case, there may be several correct answers, but each of them must be argued. A child who consciously solves the problem with salt, for example, says that two packs of salt cannot be eaten at dinner, is unlikely to write in the answer: two and a half diggers or three and a quarter workers.

Having the experience of discussing such tasks, children will competently compose their own tasks, which they are encouraged to do quite often. And when such a child goes to work, it would not occur to him to write: there should be 2.2 children per family in Russia.

RG: Suppose a child does not have abstract thinking and great creative abilities. How should he deal with your method?

Peterson: For such children, development by means of mathematics is even more important. Research shows that many of those who were labeled "weak" level out and become "strong". Einstein was considered the dumbest at school.

The constant appeal to creativity awakens innate abilities and curiosity, and there is a lot of evidence for this. For example, about 75% of children who annually come to the mathematical holiday in Moscow studied according to our methodology. The same percentage is among the winners. And in a specialized boarding school at Moscow State University, where gifted children study, 50 percent of the children studied according to our program.

RG: How do graduates pass the exam in schools where they teach according to Peterson?

Peterson: In Moscow, we have more than 30 schools - experimental sites. Experience shows that the percentage of successful work there is significantly higher.

RG: Is it true that classes according to your method do not require homework?

Peterson: I know teachers who don't give homework. But I am for homework, only reasonable, without overload. Its obligatory part is no more than 15-20 minutes of independent work of the child, so that he does not turn to adults. This part also needs a creative component: the child must come up with something, create something similar to what he did in class. An additional, optional part - only for those who are interested: these are one or two more complex, non-standard tasks that, if desired, can be performed together with parents.

RG: Do you think grades are needed in elementary school?

Peterson: They are needed, but not in the form of a "court decision", but as a factor motivating children to study. For example, in the first grade, this is not a score, but a symbol - a plus sign, an asterisk, a "stamp" picture, which the children will then color in. From the second grade you can enter points, but the approach should remain the same.

RG: And what interest does the teacher have in working according to your method? It's one thing: he gave the task - the class quietly decides. Another is to get to the bottom of the truth by the method of general discussion. It's a noise, a scream! And the teacher has nerves and a headache.

Peterson: I recently asked this question to a teacher from Yaroslavl. She first tried to work according to our methodology, and then refused - after all, a lot of preparation is needed. I began to conduct traditional lessons. And the students ask her: “When will we have interesting lessons again? This is when you give us a task, at first we cannot solve it, and then we think and think, and we ourselves get the same rule as in the textbook!” The teacher says to me: "Well, how can I let them down?"

A real teacher, and there are many of them, understands his responsibility for children, feels his mission. After all, an artist cannot go on stage and say: "Friends, my head hurts today, I will not play Ophelia!" And the teacher cannot afford this, because the fate of children largely depends on his work.

RG: Is society making huge demands on teachers today? Are they able to fulfill them?

Peterson: The brilliant mathematician Lobachevsky said: in order to fulfill the pedagogical mission, one must not destroy anything and improve everything. Therefore, we need to create conditions for each teacher to take his step forward.

RG: Today's students are very bad at math. How to improve the quality of teaching this subject?

Peterson: The number of hours for teaching mathematics has been reduced by more than a third. This led to a sharp decline in the quality of mathematical education and had a negative impact on the quality of general secondary education as a whole. A child needs mathematical education, first of all, in order to help him develop his thinking and master the universal tools for successful action, behavior and self-development. And for this, the number of hours for mathematics in grades 1-9 of the school should be increased to at least 6 hours a week.

RG: Maybe it is worth attracting well-known scientists to work at the school? From the Russian Academy of Sciences, for example? Do you think they could teach?

Peterson: Of course, communication with bright personalities, such as scientists, will only benefit schoolchildren. Look, for example, at the tremendous importance of the work with schoolchildren of Nobel Prize winner Zhores Alferov, teacher of the Physicotechnical Institute, head of the national team in mathematics Nazar Agakhanov and many others.

By the way

As Lyudmila Peterson says, in recent years, graduates of pedagogical universities have often come to their academy for retraining. Activity pedagogy is becoming the basis of a new standard of general education, but students are clearly not taught this enough. They are not ready to work according to the new requirements. It is necessary to radically rebuild the system of teacher training and change the method of teaching. Already on the student bench, the future teacher should see what the activity method is. Teachers in universities and colleges should conduct classes differently, although it is very difficult to change something. But there is such experience, for example, in Moscow pedagogical colleges N 8, 10, 13.

Director of the Center for Systemic-Activity Pedagogy "School 2000 ..." of the Academy for Advanced Studies and Professional Retraining of Education Workers (APKiPPRO) .

Ludmila Georgievna Peterson
Date of Birth	June 25(1950-06-25 ) (69 years old)
Place of Birth	Russia
Citizenship	USSR→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 "Prosveshchenie"

Scientific and methodological activity

L. G. Peterson, since 1975, together with mathematicians Naum Vilenkin and Georgy 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 the developmental education system was developed by L. G. Peterson in 1991-1997. continuous mathematics course "Learning to learn" for preschoolers, elementary school and 5-6 grades of secondary school, which is widely used in schools of the Russian Federation. She also prepared the "Steps" and "Learning to Learn" mathematics programs, and drafted lesson scripts for mathematics textbooks for school teachers. She was the scientific director of the educational and methodological complex "Perspektiva". Since the 1990s, the methodology of L. G. Peterson 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 most of the members of the national teams of Russian schoolchildren who spoke at international mathematical olympiads studied using Peterson's textbooks.

Mathematics Curriculum

L. G. Peterson developed a comprehensive program for teaching mathematics, starting with children of three years old up to the ninth grade of a comprehensive school. Unlike the traditional method, the Peterson system implies that the child must reach all decisions on his own. Students are first given a more difficult task than they can solve, they express ideas, offer options, and, in the end, under the guidance of a teacher, rediscover mathematical laws. Children acquire important skills: they learn to overcome difficulties, go beyond ready-made solutions and invent their own, 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 focused 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 in solving any problems. Those who were considered laggards, having begun 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, it is required to organize work in groups and competently build a dialogue. It happens that the teacher wants to work according to this method, but is not ready. The same topic can be worked out at different levels at different times, therefore, if the child was absent from the lesson, he will not be able to simply scroll back through the textbook and read everything that was missed. Sometimes children with knowledge of complex things (for example, algorithms or set theory) may have problems with mental counting.

Incident with the Ministry of Education

Notes

1. Kozenko, Andrey. Patriotic subtraction (indefinite) . // Online newspaper «Znak.com»(8.04.2014). Retrieved April 13, 2014.
2. System of textbooks "Perspective". Ludmila Georgievna Peterson (indefinite) . Publishing house "Enlightenment". Retrieved 23 October 2015.

Lyudmila Georgievna Peterson is a well-known Russian 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. Also known as the director and founder of the center of system-active pedagogy called "School 2000".

Biography of the teacher

Lyudmila Georgievna Peterson was born in Moscow. From childhood, she studied diligently, had a craving for both the humanities and the exact sciences. In this article, we consider the biography of Peterson Lyudmila Georgievna.

The future professor of pedagogy was born in 1950. Already at the age of 25, she began to work on the theoretical foundations of mathematical education. First of all, she was interested in the issues of continuous education and the system of developmental education. Over time, Peterson Lyudmila Georgievna 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 worked continuously from the early 1990s until 1997.

Lyudmila Georgievna Peterson developed an appropriate course, the 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 program of continuing education, which was presented by Lyudmila Georgievna Peterson, was called "Steps". It was mainly designed to prepare preschool children for mathematics lessons.

In both programs, lesson scenarios for school teachers were worked out, lesson plans were detailed, and examples of homework for children of different levels of preparation were drawn up.

Lyudmila Georgievna Peterson's program "Learning to learn" meets all the requirements of federal quality standards for primary general education in Russia. This has been repeatedly noted by reviewers from the domestic Ministry of Education.

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

A detailed methodological program contains:

• an explanatory note with relevant advice for teachers;
• the results that children studying the course should come to;
• detailed course content for each of the stages of general education;
• thematic planning of lessons, independent and control works, volumes of homework and material for self-study;
• lesson examples of mastering the entire program;
• the necessary material and technical support, without which the educational process will be inferior.

After the success of the "Learning to learn" program, the photo of Lyudmila Georgievna Peterson began to appear in specialized pedagogical journals and monographs. She earned unquestioned authority among her colleagues, her opinion began to be listened to and respected.

Soon another program appeared in time - "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 to divide the educational process into two stages.

The first is intended for children 3-4 years old and is called "Game". The second - for kids 5-6 years old - "One - a step, two - 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 provide a high level of mastering the material, good grades at school, and the development of logical and mathematical thinking.

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

The ultimate goal of this program is to develop a genuine interest in this science among the children. This is achieved through didactic games, a variety of creative tasks, the development of children's 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 to successfully study at school.

Center "School 2000"

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

The heroine of our article became not only its creator, but also the director, as well as the 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 Prize of the President of Russia in the field of education.

It was Peterson's textbooks, as has been repeatedly noted since then, that were the 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 situation with officials of the Federal Ministry of Education and Science. Her math 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 the classroom.

It is noteworthy that at the same time, the books received a positive assessment from the scientific community, while negative reviews were given by specialists who conducted pedagogical expertise. Almost all the work was carried out by an expert of the Russian Academy of Education, Lyubov Ulyakhina. In the pedagogical environment, 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 tasks of national education in the education of patriotism and pride in one's country. She made this conclusion based on the fact that on the pages of Peterson's textbook, characters from fairy tales and children's works by the Brothers Grimm, Astrid Lindgren, Gianni Rodari were repeatedly encountered, while there were practically no Russian authors and realities.

Conflict resolution

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

Peterson, Ludmila Georgievna

Lyudmila Georgievna Peterson- Russian teacher, doctor of pedagogical sciences, director of the center "School 2000", professor of the department of primary and preschool education [ clarify], laureate of the “Prize of the President of the Russian Federation” in the field of education, leading specialist of the Department of Strategic Design of the Russian Academy of Public Administration under the President of the Russian Federation, head of the project “Theoretical Foundations of the Didactic System of the Activity Method”. He is also the author of the concept and textbooks in mathematics for preschoolers, primary and secondary schools, in particular, the mathematics programs "Steps" and "Learning to learn", manuals for which were published by the Yuventa publishing house. For teachers, she compiled lesson scenarios for textbooks in mathematics. Wrote textbooks for children from 5 years old.

"Build Your Math"

Build your Math- a methodical course in mathematics, written by L. G. Peterson and partly by M. A. Kubysheva. The textbooks for this course are from first to sixth grade. M. A. Kubysheva wrote with L. G. Peterson only textbooks from this course for the first, second, third and fourth grades. Also attached to the course is a brochure for teachers called “Standards - assistants to teachers and students. Guidelines". The authors of the brochure are L. G. Peterson, L. A. Grushevskaya and S. E. Mazurina. The entire course was published by the Yuventa publishing house in the Primary School. Maths". The methodological course "Build your own mathematics" is the basis for building a phenomenological approach in modern education, implemented, in particular, in the form of an experiment by mathematics teachers of schools and other educational institutions of the Voronezh region.

Public opinion

Textbooks L. G. Peterson "Mathematics, Grades 1-4" for elementary school (in 12 parts), recommended by the program "School 2000 ..." received a very mixed assessment both among the parents of students and teachers. The number of extremely negative reviews is very large. They mainly relate to the significant complexity of the material for primary school students, as well as the illogicality of many “intelligence” tasks and the so-called “joke tasks”. For example, material for 3rd grade starts with set theory, which is found in ordinary programs no earlier than 7th grade, and so on.

Notes

Links

• List of books by Peterson Lyudmila Georgievna for preschool education on the website of the publishing house "Yuventa"

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Books

• Maths. Grade 2: Guidelines for the textbook. Federal State Educational Standard, Peterson Lyudmila Georgievna. The methodological manual describes the system of work on the mathematics textbook "Learning to learn" for grade 2 by L. G. Peterson, the program, approximate lesson planning, goals, objectives and ...
• Maths. 4th grade. Methodical recommendations to the textbook for teachers. Federal State Educational Standard, Peterson Lyudmila Georgievna. The methodological manual describes the system of work on the mathematics textbook "Learning to learn" for grade 4 by L. G. Peterson, the program, thematic planning, goals, objectives and results are given ...