DESIGNING EDUCATIONAL SITUATIONS THROUGH MOTIVATIONAL TASKS FOR DEVELOPING STUDENTS’ LOGICAL CULTURE IN TEACHING MATHEMATICAL DISCIPLINES

Increasing learning motivation remains one of the main problems in pedagogical theory and practice. This article discusses the aspect of the problem associated with increasing learning motivation, which serves as a means of developing the logical culture of students. The analysis of the results of students’ educational work revealed its low level, characterized by insufficient development of skills in transferring logical techniques to new conditions.

The article reveals the concepts of “learning motivation”, “logical culture”, identifies groups of cognitive needs of students and lists the main requirements that ensure the effectiveness of work on the development of logical culture by means of motivation.

A motivational task is not only the main means of developing cognitive interests, but also a way to implement motivation. The authors consider motivational tasks as the basis for designing educational situations that stimulate the use of logical techniques that make up logical culture.

Based on the analysis of psychological and pedagogical literature, the stages of designing an educational situation are highlighted and the requirements for the design of motivational tasks are listed. The article provides examples of motivational tasks tested in teaching mathematical disciplines. The described examples are aimed at developing the following logical techniques: reciprocal relations of necessity and sufficiency, classification.

The effectiveness of the described approach to the development of logical culture is confirmed by the positive results of the study, including the survey.

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