CLASSIFICATION OF SCHOOL MATHEMATICAL TASKS

In the domestic theory and methodology of teaching mathematics, a lot of attention is traditionally paid to the problem of teaching schoolchildren to solve tasks. In particular, various characteristics of tasks are investigated, such as their types, classes, etc. Knowing the essence of these types of tasks is important for determining how to solve them. They also help to choose the theoretical tools used in solving tasks. Therefore, it is important to give a scientific interpretation of each of these characteristics, which will contribute to teaching students to solve mathematical tasks. This article presents one of the alternative conceptual theoretical approaches to the identification of the main classes of methods of solving tasks. The expediency of distinguishing four main classes of methods for solving school mathematical tasks is substantiated. The possibility of appropriate classification of tasks is shown. Examples of classification of school mathematical tasks and application of this characteristic for their solution are given. The specificity of using the classification of tasks in the process of teaching mathematics at school is substantiated. The article also substantiates the need to study this problem at the theoretical level of scientific knowledge. It is shown that the classification of tasks can be obtained from the interpretation of the concept of «task». This is an important requirement in the construction of a general theory of school mathematical tasks.