ВИРІШЕННЯ ПРОБЛЕМИ ФОРМУВАННЯ МОТИВАЦІЇ ДО ВИВЧЕННЯ МАТЕМАТИКИ НА ОСНОВІ ЇЇ СИСТЕМНОГО АНАЛІЗУ

The question of learning motivation is very important, as it has been a subject of interest for scientists and educators for a long time. However, the problem of formation of motivation to study mathematics remains open. Therefore, the purpose of the article is a systemic analysis of the formation of motivation to study mathematics and to identify ways of solving all the problems concerning this sphere. Using such methods as theoretical analysis of scientific and technical, psycho-pedagogical and methodological literature, analysis and synthesis of teachers of mathematics, lessons and group lessons heuristic mathematical theoretical basis of motivation is analyzed. Based on the mentioned above, methods of development of the motivation of students to study mathematics during heuristic management activities for the classroom and in extra-curricular activities are proposed. Among them there are the following: creation of the problem situation before outlining new material (such a situation leads the student to comprehension of insufficiency of his knowledge, which in turn raises interest to reach a new level); usage of the method of “brainstorm”, the essence of which is the collective creative work to solve certain complex problems; organization of heuristic conversation (teacher by constructing a special system for students leads to “discovery” of some mathematical facts); application visibility, the efficient means of which is mathematical demonstration of the educational material; usage of heuristic tasks application content; heuristic solution of problems in the didactic games and game situations; creation of a situation of success, as the student’s interest to study mathematics depends very much on the emotional aspects of teaching etc. Thus, the author points out that the emergence of interest in mathematics in a significant number of students depends largely on methods of teaching, how skillfully heuristic activities will be organized. This is particularly important in adolescence, when a person is being formed, and sometimes determines only permanent interests and predisposition to a particular academic subject. Therefore, development of methods and means of forming and maintaining motivation to study mathematics is a problem of modern methods of teaching mathematics, which must be constantly explored.