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".

The relevance of the study is determined by the challenges of modern society, where a specialist's value is measured not only by subject knowledge but also by the ability for self-analysis, self-regulation, and responsible decision-making. These skills belong to the category of self-awareness skills. It is particularly important to develop self-awareness skills in high school students, as this period is crucial for the formation of professional identity and a personal value system. Research shows that the level of self-awareness among high school students remains low. Therefore, there is a need to find effective pedagogical technologies to solve this problem. The aim of the article is to identify and experimentally substantiate the effectiveness of an educational quest in English lessons as a means of developing self-awareness skills in 10th-grade students. The research methodology was based on a pedagogical experiment involving control (16 students) and experimental (17 students) groups. As part of the experiment, a specially designed English-language educational quest "The Incredible Theft," consisting of five story episodes, was implemented in the experimental group at Gymnasium No. 3 in Vladimir. Each episode contained tasks specifically aimed at stimulating self-analysis, self-control, and self-assessment. These tasks included creating a detective manifesto, conducting reflective discussions, analyzing internal barriers, planning and evaluating actions, and making moral choices. To assess the outcomes, pre- and post-testing using a self-awareness skills questionnaire and reflective essays were employed. A comparative analysis of the pre- and post-test results revealed a statistically significant positive trend in the experimental group. The share of students who did not demonstrate self-awareness skills decreased from 17.6% to 0%. The number of students with a high level of skill development increased fivefold, while those with an intermediate level nearly doubled. In the control group, the dynamics were insignificant and unstable. The theoretical and practical significance of the work lies in specifying the potential of quest technology for developing students' personal reflection. The practical value consists in presenting a thoroughly developed and tested model of an educational quest that teachers can adapt and use in English lessons to purposefully develop students' self-awareness skills.