Keyword: «differentiated tasks»

The relevance of the study is determined by one of the key problems of modern school education – the need to take into account the individual characteristics of students in the classroom system. The use of uniform instructional methods and pace for all students inevitably leads to the fact that some of them experience serious difficulties in mastering the curriculum materials, while others are insufficiently challenged and lose interest in the subject. This problem is particularly acute when studying the topic “Abridged multiplication formulas” in the 7th grade algebra course, since the quality of mastering this topic is a necessary condition for the successful study of the entire subsequent algebra course. The aim of the article is to develop and theoretically substantiate a model for implementing tiered differentiation in the study of the topic “Abridged multiplication formulas” within the framework of block-modular teaching technology in grade 7. The leading approach to the research problem is the analysis and synthesis of psychological, pedagogical and methodological literature devoted to tiered differentiation and block-modular learning, as well as the design of a didactic model based on the identified theoretical foundations. The article proposes the structure of a module on the topic “Abridged multiplication formulas”, including eight learning elements and three levels of complexity: basic, constructive and creative. Methodological techniques for differentiating tasks, criteria for distributing students into level groups, a system of modular route cards, and the structure of differentiated output control are described. Specific examples of differentiated tasks for each level and an approximate structure of a test are provided. The theoretical significance of the work lies in systematizing and methodologically substantiating the mechanisms for embedding tiered differentiation into block-modular technology in relation to a specific topic of the school algebra course. The practical significance is determined by the fact that the proposed model can be directly applied by a mathematics teacher, adapted to specific classroom conditions, and serve as a basis for developing similar differentiated modules on other topics of the algebra course for grades 7–9.