Keyword: «meta-subject skills»

Modern school education actualizes the issue of functional literacy formation, the system component of which is mathematical literacy. Despite the numerous and diverse studies of this problem in domestic and foreign literature and educational practice, the issue of workig out a methodology for teaching students practical applications of mathematics based on the development of meta-subject skills implemented in the unity of the classroom and extracurricular activities of students remains relevant. The purpose of the article is to design a model of an extracurricular activity course in a digital educational environment aimed at the development of meta-subject skills and mathematical literacy, and its demonstration on the example of the author's digital resource of the training course for the ninth grade. To achieve this goal, a number of scientific methods was used. The theoretical basis of the research are: analysis and generalization of scientific, pedagogical and methodological literature in order to determine the principal tenets of the studied issue; systematization of the information obtained; modeling. A survey (in the form of a conversation) of Kuzbass mathematics teachers was used as an empirical method. The principles of designing the training course were based on practice-oriented, personality-oriented and problem-based approaches. The formulated principles determine the specifics of the design model of the training course, which includes target, content, technological and effective components. Based on this model, a training course for ninth grade students “Formation of mathematical literacy: Mathematics in the city of N” was worked out. The practice-oriented meta-subject tasks are the core of this course’s resource component. To implement the course in an online format (the “blended learning” model), it is proposed to use a digital resource created and functioning with the help of online services (Google Sites, Yandex, CORE, GeoGebra, Learningapps, GoogleForms). The analysis of the users’ survey allows the authors to conclude that the use of the designed digital resource will contribute to improving the didactic potential of the extracurricular training course for the development of meta-subject skills and mathematical literacy.

The global changes taking place in modern society are orienting the school education system towards the development of meta-subject skills or "soft skills" among students. In this regard, the priority goals of teaching mathematics lie in the formation of not only central mathematical concepts, but also the creative abilities of students, as well as functional mathematical literacy, which is based on universal learning activities. This actualizes the problem of choosing educational technologies that make it possible to achieve the stated goals in their unity, while taking into account the phenomenon of the digital generation. Domestic and foreign studies indicate the high potential of TRIZ technologies for achieving subject and meta-subject educational results, developing students' creativity, and the specifics of blended learning technology correspond to the psychological and pedagogical characteristics of the Alpha generation. However, the issue of the use of TRIZ in the context of blended learning of mathematics has not been studied properly. The aim of the article is to study the experience of implementing TRIZ technology in the model of blended learning of mathematics for primary school students. To achieve this goal, a set of theoretical and empirical methods of scientific knowledge was applied. Theoretical methods included analysis and generalization of scientific, pedagogical and methodological literature, normative documentation; systematization of information; modeling. Empirical methods included the analysis and evaluation of students' diagnostic works, statistical data processing, and graphical representation of data. The theoretical significance of the study is represented by a model of the process of organizing the cognitive activity of schoolchildren using TRIZ technologies and digital tools, based on student-centered and problem-based approaches. The practical significance of the research lies in the development and testing of educational activities based on the integration of TRIZ technologies and blended learning in mathematics. As an illustration of the author's approach, the content of a geometry lesson based on the "Station Rotation" model is given. To test the effectiveness of the methodology, the diagnosis of students' meta-subject skills was carried out using dyadic educational research. The analysis of the results using the statistical criterion of uniformity allowed the author to conclude that the level of development of meta-subject skills in the experimental group increased.

The article discusses the possibilities of forming subject and meta-subject skills in younger schoolchildren in mathematics lessons, including through practice-oriented and situational tasks. The author provides examples of practical tasks – these are tasks for using acquired mathematical knowledge in everyday life, which can be used during math lessons in grades 5-6. Such assignments clearly show the connection of mathematics with life, which increases motivation to study the subject.

In the modern world, the role of mathematics as the universal language of science and communication is increasing. These trends are reflected in the system of school mathematical education: the priority goals of teaching mathematics lie in the field of the subject knowledge formation, meta-subject skills and creativity of students. This actualizes the problem of designing an appropriate educational environment as a set of conditions for student's self-development and self-learning. The openness of the educational environment presupposes the involvement of students in the process of its design; however, the methodological aspects of such joint activities have not been sufficiently studied. The aim of the article is to present the characteristics of the subject educational environment (SEE) as a factor in achieving the priority goals of teaching mathematics in secondary schools using the example of joint design of visual technology with students. To achieve this goal, theoretical methods of scientific research were applied: analysis and generalization of scientific, pedagogical and methodological literature; systematization of the information received; modeling. The following empirical methods were chosen: questionnaires; analysis of diagnostic work of students; presentation of data in graphical form. As a result, the basic principles of SEE design were formulated, its model was constructed, and the author's original approach was tested. The theoretical significance of the research is represented by the formulated principles of designing a subject-based educational environment: student-centered approach; openness of the educational environment; integration of the digital environment, where artificial intelligence is its important component; three-part structure of the educational environment; dosed gamification of the educational environment. The practical significance of the research lies in the development and testing of a model for the joint design of a visual novel game based on probability theory for ninth grade students. The experience of implementing the model is shown by describing each of its stages: identifying emotional triggers for studying mathematics; defining the subject content of a novel; creating a storyline based on storytelling; developing character images using neural networks; choosing a platform and creating a novel; testing the novel and analyzing its results. Checking the effectiveness of the author's approach allowed us to conclude that the novel game has a positive effect on overcoming mathematical anxiety and developing students' subject and meta-subject skills.