SOME TYPES OF METASUBJECT RESULTS WHEN TEACHING MATHEMATICS

Abstract

The aim of the study is to allocate in the content of teaching mathematics those elements, those kinds of mathematical cognitive activities that are metasubject character, which are the basis for the formation of cognitive learning activities, as a means to study not only of mathematical objects, but some objects of other sciences.Methods. Research is based on a system-structural and activity-based approaches; literature analysis, theoretical research and experimental work.Results. Among of metasubject results of studying mathematics, the following types of mathematical schemes of thinking are identified: logical, algorithmic, combinatory, figurative-geometrical, stochastic. The characteristic is given; the specifics of each type of mathematical structures of thinking are described. The main means of the formation of such schemes is the decision of the respective types of non-standard tasks.Scientific novelty. The author gives a theoretical justification of the role of mathematical thinking schemes as metasubject results of training and points out funds for their formation in educational activity.Practical significance. The perspective directions of accents change in the content of training of mathematics directed on increase in training of a role of mathematical schemes of thinking as bases of formation of universal informative cognitive actions are emphasized.

Keywords

• содержание обучения математике
• метапредметные результаты обучения
• математические схемы мышления
• нестандартные задачи