METHODOLOGICAL REQUIREMENTS FOR MATHEMATICS TEXTBOOKS OF THE LEVEL OF STANDARD

Abstract

One of the priority tasks of the methodology of mathematics is the transition from the knowledge- and information-centred educational paradigm to the competence-oriented one. Content of a textbook of the level of standard should ensure the development of mathematical and key competencies of pupils. The formation of these competencies can be stimulated by following general requirements for the construction of textbooks, system of tasks and methodical apparatus of a textbook: orientation to the expected results of educational and cognitive activity, ensuring motivation, interest in acquiring competences, realization of competence-oriented, activity and differentiated approaches to learning, intelligibility of educational texts, organization of the learning process based on the experience of pupil's interaction with the outside world, relevance of educational texts to the stages of application of mathematics in practice, consolidation of educational material, its systematization, multilevel complexity of the content etc. The formation of key competencies requires the strengthening of the applied orientation of the content of a textbook, which will provide sufficient knowledge, skills and abilities for their successful use both in studying theoretical material, solving mathematical problems and problems of practical content and for mastering other subjects in the learning process. While studying mathematics pupils must realize that the process of its application to solving any practical problems includes: formalization (the transition from the situation described in the problem, to the mathematical model of this situation, and from it, to a clearly formulated mathematical problem), solving the task within the constructed model, interpretation (application of the result obtained to the original situation). These requirements can also be taken into account when constructing mathematics curricula for high school.