Keyword: «algorithmic thinking»

the article substantiates a methodological model for developing algorithmic thinking of fourth-graders in mathematics lessons through a system of tasks focused on sequencing, branching and repetition. The paper shows that these structures transform mathematical activity from imitation of a sample into conscious construction of a solution method. Criteria for assessing algorithmic thinking are described, and specific types of tasks and methodological conditions for their use are proposed.

The article examines the theoretical foundations of algorithmic thinking development in primary school children. The main approaches to defining the concept are analyzed, and the structure of algorithmic thinking as applied to primary school age is identified. The author's methodological system, implemented by means of the LEGO Education WeDo 2.0 construction set, is presented. This system includes target-oriented, content-based, procedural, organizational, and evaluative components. The system is based on four types of educational tasks (reproductive, adaptive, productive, heuristic) arranged according to the principle of increasing complexity.