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Contemporary Teaching Mathematics Methodology means considering different characteristics of students, who do not require the same treatment proposed by the classical way of teaching. Introducing innovations into Mathematics teaching should represent a reaction to disadvantages of traditional Mathematics teaching. They must be created in the way to contribute to the efficiency of teaching. Standard innovations of students as educational innovation, has the aim to help teachers prepare classes, which will meet the requirements of individual characteristics of students. There are standards in initial Mathematics teaching which consider intellectual-mathematical abilities of students. Connection of the three-level aspect of teaching differentiation and three levels of standard of students' achievements can contribute to improvement of work in teaching. The significance of preparation o differentiated Mathematics teaching according to the achievement standards is seen in the level of erasing knowledge of students, as well as development of potential abilities of each student. This paper is devoted to aspects of functional using of standards of students' achievements in organising efficient differentiated Mathematics teaching. For the purpose of clearer observation of the mentioned topic and its significance in teaching, we are first to analyse the term of differentiated teaching, standards of students' achievements and its three-degree interconnectivity. Special attention is going to be given to potential significance of standards in differentiated teaching as aspect of contemporary approach to teaching Mathematics. In this way, we would like to provoke our professional audience to discuss the influence of standards on the success of students in initial Mathematics teaching. |
