ORGANIZATION OF EXTRACURRICULAR ACTIVITIES IN MATHEMATICS IN THE PARADIGM OF BLENDED LEARNING

The rapid development of digital technologies that can be used in all areas of activity, including education, provide an opportunity to take a fresh look at the organization of extracurricular activities of students. Extracurricular activities are part of a holistic educational process, fixed at the level of the Federal State Educational Standard of basic general and secondary general education. In this regard, when organizing it, it is necessary to take into account innovative approaches related to the use of blended learning provisions, which involve both real (face-to-face) communication between participants in the educational process, and the use of distance technologies.
Among the traditional options for organizing extracurricular activities in the subject are circles, electives, leisure activities, etc. When implementing each of these forms, both separate products developed on the basis of online services and full-fledged distance courses, which students can access at any time, as well as resources for the joint creation of products of project and research activities, can be used.
The purpose of the article is to identify the features of the organization of extracurricular activities in mathematics, taking into account various models of blended learning. Based on a theoretical analysis of the scientific and methodological literature, the article discusses the features of the implementation of various forms of extracurricular activities of students in mathematics in conditions of blended learning.
Research results: a methodical model of extracurricular activities in mathematics in the blended learning paradigm is presented; the principles of organizing extracurricular activities in mathematics in the paradigm of blended learning are highlighted; possible interrelationships between the directions of extracurricular activities and its forms in teaching mathematics; examples of the organization of extracurricular activities in mathematics in relation to various models of blended learning are given. The results obtained can be used in the practice of mathematics teachers in organizing extracurricular activities in the blended learning paradigm, providing its interactive management.

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