Irina N. Kvasha, Valentina V. Malykhina
Problem of the organization of the process of teaching primary schoolchildren to solve textual tasks
Abstract. This article presents textual tasks as a didactic tool, having a possibility to realize a wide range of educational and cognitive activities with learners. Working with textual tasks encourages a formation of primary school children basic skills and abilities, organization of a repetition of the already studied material, formation of abilities to formulate a problem, implementation of links among mathematical notions. The functional potential of textual tasks was analyzed, which objectifies the possibility of forming personal, metasubject, and subjectspecific universal learning actions, established by the requirements of the Federal State Educational Standard of Primary General Education to the mathematical education of primary schoolchildren. Textual tasks are presented not only as a learning objective itself, but rather as a means of organizing educational activities, in which pupils do not simply learn readymade solution patterns, but master techniques of solving them independently. The attention is paid to the section “Textual Tasks”, which is a component of the Federal Educational Programme for the subject “Mathematics”. The variety of functions of textual tasks is presented. The existing peculiarities of the work on a task in teachers practicallyoriented activities are considered. A existing approach to solving tasks training in a current textbook of Mathematics is described. The impact of this approach on the success of primary schoolchildren studying in solving textual tasks is revealed. The appropriateness of the correlation of functions of textual tasks with methodological techniques of the their realization is proved. A set of methodological techniques of work on textual and specific tasks, having a focus on the formation of educational results of students, corresponding to the stated requirements is proposed.