THE POSSIBILITIES OF BLENDED LEARNING MATH TEACHING FOR THE DEVELOPMENT OF STUDENT’S REGULATORY UNIVERSAL EDUCATIONAL ACTIONS

Based on the analysis of literary sources, the article gives characteristics and indicates the relationship between e-learning, distance, traditional learning with elements of e-learning and blended learning. An approach is described and illustrated in which blended learning is distinguished within the framework of e-learning based on the combination of learning formats determined by the time characteristics of the interaction of subjects of the educational process (synchronous and asynchronous), requiring different degrees of manifestation of regulatory universal educational actions. The levels of development of regulatory universal educational actions are described through comparison with the forms of manifestation of personality regulation. The synchronous format of the work assumes the leading role of the teacher with low self-regulation of students. Asynchronous activity of students, organized through an electronic information and educational environment, requires significant independence from them. Blended learning, including the features of each of these two formats of work, allows for a smooth and consistent transition from the involuntary to the volitional form of students' regulatory skills.

The implementation of models of blended math learning allows us to reveal the components of regulatory universal actions: goal setting, design, forecasting, control, correction and evaluation. The article uses the «Flipped classroom» model of blended learning as an example. Within the framework of this model, the possibilities of blended learning for the development of regulatory universal actions of students in teaching mathematics are described. Such opportunities are conditioned, for example, when organizing independent home work, through the interactive nature of the presentation of educational information, training tests, the teacher's allocation of only the necessary level of knowledge when specifying additional sources, through a system of questions and tasks.

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