Нестандартні завдання з математики як засіб успішного навчання здобувачів початкової освіти

Abstract

The article is devoted to non-standard tasks for students of general primary education, since one of the main tasks of a primary school teacher is to remove the mechanical memorization and reproduction of educational material by students from the learning process. In fulfilling this task, teachers face certain difficulties. Primary school children, especially first-graders, often memorise the materials instead of understanding and analysing it, at least in the most accessible form. If a primary school teacher presents ready-made material, too often students are asked to memorize it; they are not guided by the systematic formation of their cognitive interests and skills. Then many students develop a strong habit of mechanical memorization, which not only leads to formal learning, but also generates dogmatism in children’s thinking and delays their development. This method of teaching contradicts the content of typical educational programs. In our opinion, the lack of its understanding is the source of many disagreements that still occur in the work of our teachers, and this is the reason for criticism of “significant shortcomings of new programs” etc. The emphasis is also placed on using non-standard tasks in mathematics lessons that makes it possible to provide a world view and moral basis for judgments as an individual. By using appropriate non-standard tasks in the mathematics lessons, it is possible to deeply comprehend the current phenomena of children’s social life, the ability to solve them, learn to respect their own opinion, because modern education is the education aimed at child development. The material should be presented by the teacher in such a way that it is understood by each student, otherwise it will not evoke a desire to work, because it will be meaningless to them. In order to maintain interest in anything new, there must be certain elements of the old, known to the children. It is in the process of solving non-standard tasks that primary school students acquire the skills to work according to a plan, economically choose the means to achieve the goal, justify and analyse their actions. It can be concluded that non-standard tasks also increase complexity, contain a condition, which helps students to identify the mathematical apparatus necessary to solve a problem in the elementary school. The teacher can control the process of consolidation of knowledge provided by the curriculum through solution of problems of increased complexity. The solution of a non-standard problem requires students to conduct research. The ultimate goal is for students to learn to find a solution to any available goal on their own. Keywords: non-standard tasks, modern education, logical and mathematical development, solutions.