Home – Home – Jornals – "Philosophy of Education" 2020 number 4

Introduction. The practice-oriented problems in mathematics are considered, their place and role in the system of problems of the school course of mathematics are revealed. Methodology and methods of the research. Theoretical approaches to understanding various classifications of problems are analyzed. Classification “according to the story line of the problem” includes two types of problems: practice-oriented and mathematical problems; classification “according to the request” includes the problems on construction, calculation and proof; classification “according to the goals of using problems in the learning process” includes preparatory problems, problems for knowledge consolidation, acquisition of new knowledge etc.; classification “by the nature of mental activity” includes standard and non-standard tasks; classification “by methods of solving problems” includes tasks on using analytical methods, graphical methods, generalized methods and algorithms, tasks on using special methods (vector, coordinate, etc.); classification “by components of educational activity” includes organizational-effective, stimulating, controlling problems, etc. The focus of the research, by means of system analysis, is aimed at identifying the place of practice-oriented tasks in existing systems of tasks. The results of the research. An overview of the main theoretical approaches to classifying school math problems is given. The role and place of practice-oriented tasks in various classifications is revealed. It is proved that practice-oriented tasks can be a means of activating the cognitive activity of students, a means of developing a student, a method of organizing the cognitive process, a form of organizing an independent educational search. Conclusion. Conclusions are made about the possibility of using practice-oriented problems at various stages of mastering the content of a school mathematics course. The author proves that, in each classification on different grounds, practice-oriented tasks can perform motivating, training and fixing functions at each stage of the development of concepts in mathematics. The identified roles of practice-oriented tasks in the system of school mathematical problems allow organizing their appropriate use in the practice of teaching mathematics. Examples of using the developed approaches are given.