Divergent Tasks as a Means of Developing Functional Literacy of Younger Schoolchildren
https://doi.org/10.31161/1995-0659-2024-18-1-41-46
Abstract
The aim of the article is to discuss methodological issues related to the organization of work on the use of divergent tasks for the development of younger schoolchildren’s functional literacy.
Methods. Analysis, synthesis, generalization, observation, questioning, pedagogical experiment.
Result. Examples of a number of key divergent tasks with the methodology of their presentation in the classroom and the organization of work on them, which in practice have shown their effectiveness in achieving the goal.
Conclusion. Systematic and methodically justified use of functional divergent tasks (tasks, ideas and proposals) that arouse cognitive interest in the course of teaching mathematics to younger schoolchildren stimulates the development of functional literacy in them.
About the Authors
N. H. Gasharov
Gamzatov Dagestan State Pedagogical University
Russian Federation
Russian Federation
Nisred H. Gasharov - Ph. D. (Physics and Mathematics), аssistant рrofessor, the сhair of Theoretical Bases and Technologies.
Makhachkala
Kh. M. Makhmudov
Gamzatov Dagestan State Pedagogical University
Russian Federation
Russian Federation
Khairullah M. Makhmudov - Ph. D. (Physics and Mathematics), аssistant рrofessor, the сhair of Theoretical Bases and Technologies.
Makhachkala
A. A. Omarova
Gamzatov Dagestan State Pedagogical University
Russian Federation
Russian Federation
Abidat A. Omarova - Ph. D. (Pedagogy), аssistant рrofessor, the сhair of Theoretical Bases and Technologies.
Makhachkala
References
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Review
For citations:
Gasharov N.H., Makhmudov Kh.M., Omarova A.A. Divergent Tasks as a Means of Developing Functional Literacy of Younger Schoolchildren. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2024;18(1):41-46. (In Russ.) https://doi.org/10.31161/1995-0659-2024-18-1-41-46
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