Keyword: «open subject-based educational environment»

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.