Crosscontexts of mathematical concepts in school textbooks in mathematics for elementary school

In the course of analyzing the line of textbooks on mathematics for primary classes, a number of contradictions were revealed: the contradiction between the need for the formation of a scientific conceptual apparatus of a mathematical object and the “everyday” means of formation used in the texts of school textbooks; contradiction between the need to “see and understand” mathematical, and logical, and various methodological information behind the text of the textbook and the lack of means for isolating one type of information from another and/or integrating different types of information into one meaning; contradictions connected with the integral formation of mathematical objects in the elementary school and the corresponding methodological objects in the pedagogical higher educational institution. In this connection, a methodical tool is needed to mitigate these contradictions. The basis for creating such a tool is the concept of crosstext of a mathematical object (concepts, actions). The article provides a definition of the concept of “crosstext of a mathematical object (concepts, actions)”. The concept and the concepts associated with it are singled out and justified by examples: “the composition of cross-text in the texts of the textbook”, “the structure of the cross-text”. The features of these concepts are considered. The article distinguishes the concept of “cross-text of a mathematical concept” from the concept “content-methodical line of concept development”.