Tatyana S. Mamontova

In accordance with the Federal State Educational Standard of Secondary (Full) General Education, the development of creative thinking of high school students becomes one of the main tasks of school education. Most children have a predisposition to creativity from early age, but the traditional conditions of schooling do not provide for the development of this ability. One of the favorable age periods for the development of creativity is adolescence, since adolescents are characterized by increased emotionality; it is easier for them to operate with the acts of imagination, to establish new connections between objects, to rethink events and phenomena of reality. However, so far insufficient attention has been paid to the development of creative thinking of high school students in a comprehensive school. First of all, it is necessary to revise the traditional methodology of teaching school subjects with a focus on the “average” student, take into account the personal characteristics of each teenager development and include non-standard tasks aimed at developing students' creativity in the subject's content. Thus, the purpose of the article was to study the concept of creativity, to identify the conditions and characteristics of the development of creativity of high school students on the subject content of the school course in mathematics. The main methods in the study were theoretical and methodological analysis and generalization of the content of scientific works, as well as a pedagogical experiment to introduce the author’s complex of mathematical tasks aimed at developing creative thinking of students. As a result of the study, an analysis of approaches to the definition of “creativity” concept in relation to school education was made, the results of studies on the development of creativity among students were generalized, the conditions for the development of creativity on the subject content of the school mathematics course were identified. The analysis was the starting point for an in-depth study of this problem and the development of our own complex of creative tasks in mathematics. The tasks were drawn up reckoning upon visual-figurative thinking, independent cognitive search, creative self-expression, imagination, manifestation of individuality, internal motivation, interest, and self-purpose. During the pedagogical experiment on the basis of the Municipal Autonomous Educational Institution “Secondary School No. 31” (academic year 2018/2019) in the city of Ishim, Tyumen Region, we made a comparative analysis of the ascertaining and control stages results. The experiment confirmed that the systematic use of tasks requiring non-standard approaches to solving, imagination, picturing, divergent thinking from students contributes to the development of students' creativity. The results of the study complement the theory of creativity development among students of secondary schools. The article may be interesting to practicing educators, teachers of mathematics, students of pedagogical universities - mathematics majors.

The article is devoted to the theoretical substantiation of the need to identify effective methods of memorizing mathematical material and to methodological recommendations on the use of mnemonic techniques for memorizing the values of trigonometric functions for "table" angular values (0º, 30º, 45º, 60º and 90º) in the study of trigonometry in 8-10 grades of comprehensive school.