Keyword: «meta-subject skills»

Modern school education is focused not only on acquiring subject knowledge, but also meta-subject skills (universal learning actions – ULA). In the context of digitalization of education, knowledge management is complemented by skills in working with digital tools, and mathematics is an effective tool for their development. An analysis of pedagogical research on the problems of developing meta-subject skills using the potential of the digital environment has shown that meta-subject tasks can effectively develop all types of ULA, and the digital environment improves this process and enriches the content of meta-subject skills with additional actions. However, there is an insufficient number of such tasks in the practice of teaching mathematics. The aim of the study is to identify techniques for transforming mathematical tasks into a meta-subject task using a digital environment to enrich the content of ULA and optimize the process of their development. To achieve this goal, we applied a comparative analysis of psychological, pedagogical and methodological literature, systematization of the information received, pedagogical modeling, student survey and graphical representation of data. The transformation techniques are based on problem-solving, personality-oriented approaches, and the theory of generations, as well as the concept of a mathematical problem as a four-element system. The author's approach is illustrated by the example of the well-known problem of the area of regular nine-sided rectangle parts, which is transformed into a meta-subject task consisting of a series of tasks united by a common plot and a solution idea. Based on the survey results, it was concluded that there was an increase in motivation, a predominance of positive emotions, and a positive self-assessment of the development of ULA and digital skills among students when completing meta-subject tasks. The theoretical significance of the study is represented by a model of transformation of a mathematical problem into a meta-subject task, including the name of transformation techniques, an indication of the transformed element of the task, a description of the essence of each technique and ULA in a digital environment. The practical significance of the research lies in the description of methodological aspects of the introduction of meta-subject tasks into the educational process based on the identified techniques: "real context", "elements of gamification", "open final", "competition with a neural network", "research in a dynamic mathematics program", "infographics".