Keyword: «open-ended task with mathematical context»

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.