The Study of Teachers' Value Attitude to the Formation of Pupils' Educational and Research Activities in Mathematics Lessons

The rese.arch article studies the current state of the formation of pupils’ education and research skills in the practice of learning Mathematics. The study involves the results of the all-Ukrainian survey of Mathematics teachers, which was conducted in 2020. The main objectives of the survey were to investigate: a) Mathematics teachers’ value attitude to the formation of pupils’ educational and research skills (ERS); b) teachers’ ideas about the essence of pupils’ educational and research activities (ERA); c) some aspects of organizing education in Mathematics aimed at the formation of pupils’ ERS. The obtained data were processed using computer statistics package of IBM SPSS Statistics 23. (factor analysis method). Using this method, 14 factors influencing the process of formation of pupils’ ERS were obtained. The analysis of the selected factors made it possible to formulate a number of contradictions that justify the need to study the problem of forming pupils’ ERS. These are contradictions between: 1) a significant number of theoretical investigations regarding pupils’ ERA in extracurricular work in Mathematics and insufficient level of development of educational and methodological support for pupils ERA in Mathematics lessons; 2) the powerful content potential of basic analysis studied in grades 10-11 for the formation of pupils’ ERS and the low level of teachers’ value attitude and practical ability to use it in the practice of organizing senior pupils’ ERA; 3) the need to show pupils’ independence in ERA and teachers’ unpreparedness to provide their pupils with the opportunity to show this independence in ERA, teachers’ setting to ensure full supervision and guidance of their pupils; 4) the objective orientation of pupils’ ERA to the zone of proximal development and teachers’ willingness to keep pupils in the “zone of actual development”. These contradictions lead to theoretical rethinking and practical solution to the problem of forming pupils’ ERS in learning basic analysis studied in grades 10-11