Özet:

The primary education's aim is to prepare a person for furthereducation and life. To achieve this we need to improve such mental skills as logic,analytical thinking and ability to solve problems. Each lesson taking place in the primary education programme plays a certain role in the improvement of those skills; and mathematics is considered the most important one among other lessons (Primary school programme, 1998, p.2).The improvement of mental skills is very important in the teaching of Mathematics. On the one hand, children get basic skills within the primary school period; on the other hand thisperiod is marked for the fastest development of mental skills and abilities. Gaining of basicand mental skills is closely connected with each other at mathematics' lessons. From this point of view, before to start a new topic children should have mastered all necessary skills and behaviors that are somehow connected with this topic. Mathematics includes counting, calculating, meashuring anddrawing that the we need to solve various problems in our everyday life. It is a speciallanguage making use of sertain symbols. It is logical system which develops people's logical thinking (Ibraeva, 1994, p.3: Baykul, 1995, p.31). Teaching of mathematics should beaimed at the following three purposes (Baykul, 1995, p.3): to make pupils be aware of mathematical conceptions; to make pupils understand mathematical operations; to help pupils understand operations and build connectios between them. At the mathematics lessons the knowledge of conceptions themselves but also of the relationship between them. So, a childcan realize a mathematical conception only in case he has understood those relations. Since at the primary school mathematics topics generally contain basic conceptions, each of them presents only one operation. The examples are numbers, proportions, additions, multiplications, etc. The orderin which operation should be presented to children is as follows: first, the conception of numbers; second, addition; third, subtraction; fourth, multiplication and division; and at last, the relations between them. Some mathematics topics explained in the exercise books which are used at Turkish primary schools do not pay enough attention to children's age peculiarites. At the Turkish primary schools children from the 1st to the 5th class learn to operate with maximum fifteen digit numbers; in comparison, at the Kyrgyz primary schools children operate with maximum eight digit numbers, and the topics did payed attention to children's age peculiarites. This paper is aimed at comparing the systems of mathematics teaching in two countries.  Key words: mathematics' topics at the primary school. Teaching of mathematics. Aims of mathematics teaching

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