Skarbich S. CONTEXTUAL TASKS IN MATHEMATICS AS A MEANS OF EDUCATIONAL ACTIVITIES IMPLEMENTATION (BASED ON THE EXAMPLE OF AESTHETIC EDUCATION). LIFELONG EDUCATION: The 21st Century.
2024. № 2 (46). DOI: 10.15393/j5.art.2024.9488


Issue 2 (46)

Innovative approaches to lifelong learning
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CONTEXTUAL TASKS IN MATHEMATICS AS A MEANS OF EDUCATIONAL ACTIVITIES IMPLEMENTATION (BASED ON THE EXAMPLE OF AESTHETIC EDUCATION)

Skarbich Snezhana N.
PhD in Pedagogy, Associate Professor
Omsk State Pedagogical University
(Omsk, Russian Federation)
snejana1979@mail.ru
Keywords:
contextual tasks
educational activities
personal results
aesthetic education
teaching mathematics.		 Abstract: the relevance of the study is determined by the introduction into the educational process of the federal state standard of basic general education and secondary general education of the 3rd generation, with the emphasis on close interaction and unity of educational and educational activities. In determining the students' personal results the attention is focused on various education types, specified in relation to each academic subject. In this regard, there is a need to search for means of implementing educational activities through the means of the subject, in particular, mathematics. The article proposes a contextual task as one of such means. The purpose of the article is to substantiate the use of contextual tasks as a means of implementing educational activities in the process of teaching a subject (based on the example of aesthetic education by means of mathematics). Relying on a theoretical analysis of scientific and methodological literature, the concept of a contextual task in relation to educational activities using the means of the subject is clarified, the features of composing such tasks are highlighted, and examples of contextual tasks in mathematics in terms of aesthetic education are given. The results of the study are as follows: the contextual tasks features aimed at the formation of students' personal achievements in the process of various education types are highlighted; the contextual tasks principles in mathematics regarding various types of education are determined; directions for choosing the plot of tasks in the context of various education types and directions for their implementation by means of mathematics (interdisciplinary and intradisciplinary) have been determined. The results obtained can be applicable for math teachers in the process of in class and out of class educational activities, ensuring the continuous devel-opment of personal results in relation to various education types prescribed in the Federal State Educational Standard.
Paper submitted on: 04/03/2024; Accepted on: 05/26/2024; Published online on: 06/25/2024.

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DOI: http://dx.doi.org/10.15393/j5.art.2024.9488