ФОРМИРОВАНИЕ ЦЕННОСТНЫХ ОРИЕНТАЦИЙ В ПРОЦЕССЕ ОБУЧЕНИЯ МАТЕМАТИКЕ

Abstract

The general education school is the most important link in the formation of value orientations and the value system of students, which is due to the general content of the educational goals of the school and the student's relationship with teachers, friends and other participants in school life. The school is of decisive importance from the point of view of the community of value orientations and the system of values of students, the inclusion of national and universal values in them, the solution of global problems of moral and aesthetic education, the formation of a single system of cognitive values. And how does mathematics or mathematical education affect a person's value orientation, the direction of his life? Can a person, in certain situations, give preference to similar values over other values? And what is the role of mathematics education in the value system of the student and the person as a whole? The answer depends on what we mean by mathematical education or what goals it pursues. If the process of teaching mathematics is reduced to teaching mathematics, then mathematics with its formal structure of lan- guage and abstract figures is far from life and school interests (with rare exceptions in each class for individual students). Mathematical knowledge also does not lead to wisdom and philosophy of life, it even reduces the stu- dent's vital activity. However, if the process of teaching mathematics is aimed at implementing education through mathematics, then the role of mathematics increases as a means of forming cognitive, aesthetic, moral, mental and other values. This view of mathematics gives the student the opportunity to appreciate the objects studied with the help of mathematics, to look at the world in a different way. He feels more confident in different real life situations. The article deals with the problem of the formation of value orientations of students in the process of teaching mathematics. The dependence of the problem on various types of internal and external factors in the formation of value orientations in this process is considered. The problem of the formation of different levels of value orientations in the process of teaching mathematics is also considered. These are the perception, response, or recognition of value, the acquisition of value orientations, the organization of value orientations and the spread of a value orientation or a set of orientations towards activity.