ТЕКСТОВІ ЗАДАЧІ ЯК ЗАСІБ ФОРМУВАННЯ У ЗДОБУВАЧІВ ПОЧАТКОВОЇ ОСВІТИ ЗНАНЬ ПРО БЕЗПЕЧНУ ПОВЕДІНКУ НА УРОКАХ МАТЕМАТИКИ

The article substantiates the relevance of the problem of preserving educational institutions as safe spaces for learning and education. A number of regulatory and legal acts of Ukraine were announced, detailing the content, forms and methods of organizational and educational work in the relevant direction. It was established that the formation of knowledge about safe behavior among students must be carried out directly and indirectly ‒ by means of special educational disciplines and interdisciplinary integration. A number of studies of Ukrainian scientists were noted, in which the problem of forming the basics of safe behavior among students of education is raised. The scientific work of Ukrainian and Polish scientists regarding the integration of «security topics» into the content of mathematics lessons is briefly characterized. The conceptual dimension of the security problem has been clarified: the definitions of the terms «security», «human security», «safety of the educational environment», «safe educational environment» available in the scientific space have been clarified. It is noted that among the directions of the organization of a safe educational environment, the pedagogical one occupies an important place ‒ it concerns the formation of students’ knowledge, abilities and skills regarding safe behavior. The concept of «safe behavior» has been specified. The content of one of the Standard educational programs for primary school was analyzed for the purpose of the reflection of issues of safe behavior in its content: «expected learning outcomes» from certain educational fields have been updated, which reflect the focus of the content of primary education on the formation of students’ safe behavior skills; relevant thematic profiles are defined. On the basis of the analysis of the studied sources, the potential possibilities of textual problems as a means of forming knowledge about safe behavior among students of education have been revealed. Variants of textual problems that can be used in mathematics lessons in order to implement the specified pedagogical process are represented (among them are simple tasks for finding the sum and remainder and for increasing and decreasing a number by several units; simple difference comparison problems; simple tasks for finding the product and quotient; composed tasks for finding the sum and the difference;composed tasks for finding the sum and the difference, which contain the relation «more than», «more than», «less than», «less than»;composed tasks for finding the third term; complex problems, which include finding a part of a number and a number by its part; etc.).