CAREER GUIDANCE ASSIGNMENTS IN MATHEMATICS AS A MEANS OF ACTIVATING THE PROFESSIONAL SELF-DETERMINATION OF SECONDARY SCHOOL STUDENTS

The article substantiates the importance and current state of issues of professional orientation of secondary school students. The possibilities of activating professional self-determination of students in grades 7-9 within the framework of lesson activities in mathematics by means of career guidance assignments are revealed. Taking into account the psychological, pedagogical and socio-economic components of this issue, a model of the field for professional orientation of students is presented, in which four zones are distinguished that determine the further professional choice of a schoolchild. The purpose of enriching the designated zones is the professional orientation of schoolchildren, and its result, associated with a conscious definition of smaller areas within the quadrants and designing their own professional path, is the professional self-determination of the optant. The introduction of career guidance assignments allows moving forward in several directions of the field of professional orientation in the educational process at once. Of particular importance for demonstrating professional actions and the knowledge necessary for their implementation in the lesson belongs to mathematics. The structure of a career guidance assignment in mathematics is determined, consisting of four blocks: motivational and engaging; informational; practice-oriented and reflective. Career guidance tasks should be naturally connected with the subject material being studied, enrich students’ understanding of various professional fields and stimulate the formation of professional self-determination.

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