On the essence and main components of the research approach in teaching mathematics at school

Abstract

Relevance. The modern stage of social development is characterized by the rapid progress of science, which is expressed in deep study of mathematical methods for modelling natural phenomena and various processes, that is, a lot of attention is paid to methods of mathematical modelling. Purpose. This paper studies the problem that without an appropriate research approach in teaching mathematics, i.e., without the organization of the educational process and the implementation of critical analysis and cognitive thinking, it is impossible to form a high level of critical thinking. Methodology. The main method for conducting the study was the method of content analysis, and other general theoretical methods were also used. Results. For a detailed study of critical analysis and cognitive thinking, some works of researchers concerning the thinking process are cited. At the same time, research is being carried out in the areas of critical analysis and cognitive thinking, which are confirmed by various examples. In conclusion, it must be said that only a thorough analysis can lead to a more complete study of the topic. The directions of critical analysis and cognitive thinking, as well as their interactions, will be shown on specific examples of educational school material. It is clear that critical analysis and cognitive thinking requires development and improvement. Conclusions. The practical significance of the study lies in the formation of specific characteristics of critical analysis and cognitive thinking within the research approach.