STORYTELLING AS AN EFFECTIVE TECHNIQUE OF DIDACTIC COMMUNICATION AT THE LESSONS OF MATHEMATICS

Abstract

Aim. To identify the effectiveness of the storytelling technique of didactic communication in the educational environment of a math lesson; to characterize storytelling; to develop implementation rules; to give examples of tasks for using storytelling at the lessons of math in the institutions of general education. Methodology. The use of psychological and pedagogical, scientific literature analysis on the problem, as well as the questionnaire survey and testing of students and teachers, the experiment. Results. It is shown that the technique of storytelling helps to create a productive didactic communication in the classroom, rules for the implementation of this teaching technique are mentioned, the criteria of a story/history effectiveness are singled out, the personal experiences of integrating techniques of storytelling in teaching mathematics are given. Research implications. The significance of the obtained result is to justify the effectiveness of the storytelling technique in the implementation of didactic communication at the lessons of mathematics, the implementation of which provides a productive level of teaching mathematics.