CONCEPTUAL MODEL FOR IMPLEMENTING THE PRACTICAL ORIENTATION OF SCHOOL MATHEMATICS EDUCATION

Abstract

Symmary. Purpose. To present a conceptual model of practical orientation in mathematics education in basic secondary and senior profile schools and reveal some aspects of its implementation.

Research methodology. Theoretical methods were used: analysis, synthesis, comparison, generalization of theoretical material presented in educational, scientific sources and regulatory documents; study and analysis of current mathematics curricula, content of alternative mathematics textbooks. Empirical methods: surveys of teachers, mathematics methodologists; experiment, observation.

Results. A conceptual model for implementing practical orientation in mathematics education has been developed, which takes into account students' age characteristics and the specifics of the school mathematics course. The model is structured in two directions: vertical (three age periods: younger adolescent, older adolescent, youth) and horizontal (three stages: motivational, practical, practical-applied). Each age period is characterized by specific goals, means, teaching methods and expected results. The motivational stage ensures understanding of the practical significance of mathematical knowledge through solving purposeful tasks, the practical stage forms strong skills and abilities, the practical-applied stage develops the ability to apply knowledge to solve real problems. Detailed examples of model implementation are presented on topics "Greatest Common Divisor" (grades 5–6) and "Systems of Linear Inequalities with Two Variables" (grade 9), which demonstrate the step-by-step formation of practical skills from understanding the origin of mathematical concepts to their application in professionally-oriented situations.

Conclusions. The proposed model provides a systematic approach to forming students' mathematical competence in accordance with the requirements of the New Ukrainian School Concept. The model's approbation confirmed its effectiveness in forming both mathematical and key competencies. The model can be adapted by practicing teachers for various topics of the school mathematics course, taking into account the specifics of a particular class and educational institution. Practical implementation examples demonstrate the possibility of integrating mathematical knowledge with real-life situations, which promotes conscious learning of educational material and prepares students for applying mathematical knowledge in future life.