FEATURES OF BLENDED LEARNING MATH TEACHING CONTRIBUTING TO THE MASTERY OF STUDENTS OF THE BASIC SCHOOL OF COMMUNICATIVE UNIVERSAL EDUCATIONAL ACTIONS

The article describes the impact of digitalization on communication. Changes related to digitalization must also be taken in the educational process when developing communicative universal learning activities. It is important to use different forms of communication (direct and computer-mediated) in the development of teenagers’ communicative skills in mathematical teaching. Blended learning is singled out as one of the technologies that can take into account these requirements. Blended learning is considered as one of the leading e-learning technologies combining synchronous and asynchronous interaction formats of its participants. Electronic educational resources have a number of characteristics, the consideration and use of which in the process of teaching mathematics can have a beneficial effect on the formation of the communicative competence of adolescents.
The development of students’ communicative skills in the educational process is associated with the implementation of communicative universal educational actions. The specifics of the subject «Mathematics» allows you to clarify and concretize such actions. The features of blended learning mathematics teaching that contribute to the mastery of students in by communicative universal educational actions are revealed by taking into account the selected characteristics corresponding to electronic educational resources, as well as through synchronous and asynchronous interaction formats that make up the structure of blended learning. Communicative universal educational actions are represented by three interrelated groups, depending on the leading role of students in the process of information exchange: perception (student — recipient), transmission (student communicator), interaction (student — participant of joint activity and its organizer). For each group, examples of students’ communicative learning skills are given, implemented with synchronous and asynchronous interaction formats in conditions of blended learning math teaching.

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