Didactic and methodological dominants of designing educational activities for students in mathematics lessons

- Онопрієнко, Оксана Володимирівна (orcid.org/0000-0002-0301-1392) and Скворцова, С.О. (orcid.org/0000-0003-4047-1301) (2023) Didactic and methodological dominants of designing educational activities for students in mathematics lessons New Inception, 1-2 (11-12). pp. 13-26. ISSN 2710-5369

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Abstract

The purpose of the article. The author's approach to designing the goal, tasks, and structure of the mathematics lesson in elementary school, organization of educational activities for elementary school students, aimed at achieving the planned results, is presented. Methodology. The author used the methods of analysis of psychological and pedagogical literature, state and regulatory documents on the research problem; induction and deduction, abstraction and concretization, which made it possible to reveal didactic and methodological concepts of research. Scientific novelty. The didactic and methodological principles of designing the goal and tasks of the mathematics lesson in relation to the normatively defined mandatory and expected learning outcomes are substantiated. The structure of the lesson is determined with a projection on the logic of the knowledge deployment. The examples of formulating the goal, tasks, planned results of the lesson, determining its structure and content are given. Conclusions. The presented results of the study made it possible to come to a conclusion about the relevance of the problem of complex perception of the formal components of the lesson project – its purpose, didactic, developmental and educational tasks, expected results, and about the need to harmonize the structure and content of the activity in the lesson with the logic of educational cognition.

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