The Specifics of Situational Tasks in Mathematical Olympiads for Schoolchildren at a Technical University

Relevance of the research is caused by the need to reveal the specifics of the use of situational problems in mathematical Olympiads for schoolchildren held at a technical university.

Aim. To generalize and analyze the experience of including situational tasks developed by the authors of the article in math Olympiads; to show the connection of situational tasks proposed for solving not only with mathematics, but also the knowledge gained in the process of studying other school subjects, such as physics, computer science; to show the connection of thematic tasks with the vocational guidance of the Technical University named after N.E. Bauman on the space industry; to systematize the main errors that arise when solving situational problems; to conduct a comparative analysis of the degree of solvability of situational tasks by schoolchildren with “traditional” Olympiad tasks, to develop an algorithm for reasoned evaluation of the solution of each problem.

Methodology. In this study, general scientific and special methods were used: dialectical, analysis and synthesis, comparison and analogy, system, comparative analysis, statistical methods.

Scientific novelty / theoretical and/or practical significance. The connection of Olympiad situational problems in mathematics at a technical university with the identification of gifted students focused on engineering and technical specialties capable of technical creativity and innovative thinking is shown. A classification of the types of situational problems included into mathematical Olympiads for schoolchildren, taking into account the specifics of a technical university, has been compiled. An algorithm for evaluating the solution of each proposed problem has been developed. The importance of tasks in the formation of students’ understanding of mathematics as a fundamental discipline, the use of methods and means of which allows solving applied tasks, including professional ones, is indicated.

Results. Based on the generalization of the results obtained, the expediency of using situational problems in mathematical Olympiads for schoolchildren at a technical university is proved. Solving situational problems, the student works comprehensively with information, gradually performing intellectual operations, using both subject and inter-subject and meta-subject knowledge. Familiarity with such tasks contributes to the formation of the student’s interest to the subject and the growth of motivation to study it. The main errors that arise when solving situational problems are identified and analyzed.

Conclusion. The conclusion is made about the importance of including situational tasks into mathematical Olympiads for schoolchildren that contribute to obtaining professionally significant knowledge in a technical university.

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