Creative independent work in mathematics as a means of forming a culture of thinking for schoolchildren

Abstract

The article is devoted to the study of the role of creative independent work in the formation of a culture of mathematical thinking in students of educational institutions. The problem of developing the mathematical culture of schoolchildren's thinking is becoming particularly relevant in the context of digitalization of education and increasing demands on the quality of mathematical education. The research is based on a comprehensive analysis of pedagogical approaches to the organization of creative independent activity and an assessment of its impact on the formation of key components of the mathematical culture of thinking. In the course of the research, methods of pedagogical experiment were used, including ascertaining, forming and control stages, methods of statistical data processing, including Pearson 's criterion x2 and Student 's criterion, questionnaires and testing of students in grades 7-9 of secondary schools in the Tula region. The empirical base of the study consisted of 94 students from 3 educational institutions of the Tula region. The results showed a statistically significant increase in the level of mathematical culture of thinking in the experimental group: the coefficient of creativity increased by 34,7% (p<0.01) the index of logical thinking by 28,3% (p<0.01), the level of mathematical reflection by 31,2% (p<0.01). It is established that the systematic application of creative independent work contributes to the development of algorithmic, logical, combinatorial and figurative-geometric components of mathematical thinking, forms skills of self-organization and self-control of cognitive activity. The results obtained indicate the effectiveness of the proposed approach and open up prospects for its widespread implementation in educational practice in order to improve the quality of mathematical education.