The article deals with the problem of the future teacher’s readiness to implement the continuity of preschool and primary mathematical education. The authors define the philosophical, psychological, and pedagogical essence of

continuity as a pedagogical phenomenon. Continuity is defined as the General and specific goal of education, the construction of a single content line that provides effective progressive development of the child, his successful transition to the next stage of education. The article analyzes the typical curriculum of preschool education and training and the curriculum of the 1st grade to determine the continuity of preschool and primary mathematical education. The authors substantiate the structure of the future teacher’s readiness to implement the continuity of preschool and primary mathematical education, highlighting: motivational, cognitive, activity and reflexive components. The criteria, indicators and levels (low, medium, high) of the future teacher’s readiness to implement the continuity of preschool and primary mathematical education and the results of experimental work are presented.

The article was published through grant funding «The best teacher of the university in 2019».