Olga Luneeva

New educational standards implementation prioritizes the projective orientation of training in school education. Therefore, consideration of educational activity only as the process of obtaining ready knowledge should be abandoned. Thus, the relevance of the studied problem is substantiated by the need to develop methodical works connected with the introduction of inter-subject projects into mathematics teachers’ pedagogical activity as mathematics has a wide application field in various sciences, though, in classes, it is left behind due to time limits and insufficient mathematical apparatus school students possess. All the above mentioned specifies the goal of the paper: to define opportunities of project-based activity application in integration of mathematical and natural-science disciplines in math classes grades 5-9. The paper proves the necessity to apply project-based technology in the form of inter-subject projects in mathematics. The author provides examples of this technology using in classes that give an idea of active projecting elements using methods. Practical application of this system compensates the lack of meta-subject technologies tools in pedagogical activity as it demands the ability to work in team, communicative skills, tolerance, self-organization, abilities to set goals independently, to achieve them and to analyze obtained results. In addition, the author of the article emphasizes that the project method allows to diversify the learning process significantly, to include a creative component in it, and thus to stimulate the growth of motivation for deeper study not only of mathematics but also of disciplines integrated with it, and to carry out vocational guidance work. The material can be interesting to practicing mathematics teachers who work within the framework of the system-activity approach, teachers of other subjects interested in project activities of an intersubjective orientation, as well as to students of pedagogical specialties.

The article offers an option of building a system of continuous education on the basis of mathematical construction of basic and additional educational programs in the field of mathematical knowledge. The structure of the new educational program of basic education in accordance with new standards and offer additional options for programming mathematical education of schoolchildren, promoting systematic inclusion of students in a conscious study of the subject, taking into account the continuity of school mathematics education.

The paper presents the structure and content of the additional secondary (general developmental) of the course “Mathematics in the Natural Sciences” for students of 7–9 grades. The program is considered from the standpoint of the organization in an educational institution for Continuous Mathematical Education in the relationship of basic and additional educational programs for students of all profiles, in particular students in classes with intensive study of natural sciences (biology, chemistry). Also draws attention to the possibil-ity of including in the course of research projects of students of an interdisciplinary nature.

This article describes the possibility of synthesizing an integrated approach and technology project work in teaching students mathematics and natural sciences. Of particular interest is the list of possible projects for integrating knowledge of various sciences and mathematics

Possibilities of realization of integrative approach in educational projects for schoolchildren are described in the article. A possible subject matter of such projects of mathematical and several naturalscience disciplines is offered and special features of its application are also marked out.