LEARNING TASKS AS A MEANS OF FORMING MOTIVATION TO STUDY THEORETICAL MATERIAL IN MATHEMATICAL DISCIPLINES

 The formation of students’ motivation still remains one of the central ones in modern pedagogical theory and practice. This article considers the problem associated with the formation of educational motivation for the development of subject knowledge in mathematical disciplines. An analysis of the organization of students’ educational work and the study revealed the absence (or only to a small extent) of a developed ability to involve theoretical material in solving problems. The aim of the work is to study the theoretical and practical aspects of the formation of educational motivation using educational tasks, which are a means that can direct and stimulate the motivation of students.
The article reveals the concepts of «motive», «learning motivation», «learning task», lists the main structural components of a mathematical problem, analyzes the conditions that contribute to the formation of learning motivation. Based on the nature of the requirements for the task, the following types of tasks are identified: for recognition, modeling, proof, research and transformation, and the use of the information and operational basis for solving these types of tasks is described, which contributes to the formation of educational motivation for the study of theoretical material.
The authors analyzed the structural and component composition of the problem in order to create conditions that ensure the formation of educational motivation for the study of theoretical material of mathematical content.
The article proposes exemplary tasks that help create conditions for the implementation of the main stages of motivation in solving a problem: attracting attention, supporting cognitive interest, giving meaning to learning, increasing confidence in the possibility of solving a learning problem and satisfaction with the learning process itself for each of the structural components of the problem (the goal of solving dictated by the requirement or question to the problem; conditions and factors as prerequisites for the application of the solution method and the correctness of the solution itself; construction of the solution method). He proposed tasks are based on the existing personal experience of students, awareness of the prospects for applying knowledge, a combination of different ways of studying (individual, pair, etc.) the material, providing students with the opportunity to independently choose the level of complexity in studying theoretical material, etc. The effectiveness of the described approach to the formation of motivation is confirmed by positive the results of the study, including the survey and survey. The described techniques for the formation of learning motivation can be applied by teachers not only of mathematics, but also of other disciplines.

1. Akulova O.V., Pisareva S.A., Piskunova E.V.Designing situational tasks for assessing the competence of students: a teaching aid for school teachers . – SPb.: KARO, 2008. – 96 s.

2. Episheva, O.B. Teaching schoolchildren to learn mathematics: Formation of methods of educational activity: a book for the teacher / O.B. Episheva, V.I. Krupich. – M.: Prosveshhenie, 1990. – 128 s.

3. Ilyushin L. S. Methods for the development of cognitive independence of students in the book. Likhachev's lessons: guidelines for secondary school teachers / sost. O. E. Lebedev. – SPb.: «Biznes-pressa», 2006. – 160 s.

4. Kirsanov, A.A. Individualization of educational activity as a pedagogical problem / A.A. Kirsanov. – Kazan`: Izd-vo Kazanskogo universiteta, 1982. – 224 s.

5. Lerner, I.Ya. The problem of cognitive tasks in teaching the basics of the humanities and the ways of its research (statement of the problem). Cognitive tasks in teaching the humanities / I.Ya. Lerner. – M.: Pedagogika, 1972. – 238 s.

6. Luzyanin, V.I. Motivational design of the educational process: a manual for university teachers / V.I. Luzyanin, O.M. Sal`nikova. – Omsk: Izd-vo OmGPU, 2001. – 59 s.

7. Markova, A.K. Formation of learning motivation: a book for teachers / A.K. Markova, T.A. Matis, A.B. Orlov. – M.: Prosveshhenie, 1990. – 192 s.

8. Prixod`ko M.A., Smirnova O.B. Situational tasks as a means of integrating fundamental and special knowledge // Internet-zhurnal «Mir nauki», 2018 №3, https://mir-nauki.com/PDF/31PDMN318.pdf (dostup svobodny`j). (data obrashheniya 15.07.2023g.).

9. Prixod`ko, M. A. From the experience of working on the formation of the ability to structure educational material in mathematical disciplines. / M. A. Prixod`ko, O. B. Smirnova // Mir nauki. Pedagogika i psixologiya. — 2022. — T. 10. — № 6. — URL: https://mir-nauki.com/PDF/34PDMN622.pdf (data obrashheniya 15.07.2023g.).

10. Smirnova, O. B. Logic-oriented tasks as a form of organizing the content of educational material in the system of teaching mathematics to students / O. B. Smirnova, M. A. Prixod`ko // Kry`mskij nauchny`j vestnik. – 2015. – № 4-2(4). – S. 202-208.

11. Fridman, L.M. Plot problems in mathematics. History, theory, methodology: studies. manual for teachers and students of pedagogical colleges and colleges / L.M. Fridman. – M.: Shkol`naya pressa, 2002. – 208 s.

12. Kiyko, P. V. Formation of general professional competencies among students of agricultural universities through mathematical disciplines / P. V. Kiyko, O. B. Smirnova, N. V. Shchukina // IOP Conference Series: Earth and Environmental Science, Yekaterinburg, 15–16 октября 2020 года. – IOP Publishing Ltd: IOP Publishing Ltd, 2021. – P. 012043. – DOI 10.1088/1755-1315/699/1/012043. – EDN LZGOWU.