Algorithmic techniques of mental activity as a technology for developing students' cognitive abilities in mathematics

Abstract

The purpose of the article is to study the influence of the components of algorithmic thinking on the level of formation of mathematical knowledge and skills.

To achieve this goal, the following research methods were used: theoretical methods: the inductive method (generalization of scientific facts, establishment of causal relationships between studied phenomena, transition from specific to general; used to determine the relevance of the stated problem, assess the levels of algorithmic thinking components and mathematical competence formation, and formulate general conclusions), the historical-logical method (study of the genesis of the algorithmic mental actions phenomenon), theoretical analysis, and generalization of literary sources; empirical methods: observation, surveys, and testing; statistical methods: the sampling method (study of the general properties of a set of certain objects based on the analysis of a subset included in the sample).

The research results indicate that the problem of forming and applying algorithmic mental actions among students is globally recognized. However, only a small percentage of students can comprehensively apply operational components of algorithmic thinking in a holistic problem-solving process, consciously manage their cognitive activities, and think logically. The use of algorithmic mental actions in learning contributes to better mastery of mathematics.

The conclusions highlight that integrating algorithmic thinking components into the mathematics education system in higher technical education is crucial for enhancing the effectiveness of students' cognitive development. To improve learning efficiency, it is necessary to modify the content of students' mathematical training by applying the algorithmic component in mastering mathematical actions.