Heuristic Potential of the History of Mathematics (on the Example of the Composition of Mathematical Problems for Schoolchildren)

The work is devoted to the identification of new possible ways of historicizing mathematical education, which is considered as an important pedagogical phenomenon.The purpose of the study was to reveal the heuristic potential of the historicization of mathematical education by reconstructing the substantive component of the methodological system.The study confirmed the positive impact of historical information on improving the quality of mathematical education.The conclusions were obtained on the basis of an empirical study conducted, the respondents were students, secondary school teachers and teachers of higher schools, standardized scales served as diagnostic materials.Based on the SWOT analysis, a matrix was built in which the strengths, opportunities, weaknesses and threats of the historical and methodological approach being implemented were recorded.It is proposed to use mathematical problems with a historical plot as a means of historicization.A new task bank has been developed for unified subjects "Biography and scientific heritage of L. Euler", "Biography and scientific legacy of G.V. Leibniz".The choice of the scientific heritage of scientists is determined by a number of circumstances.Firstly, the versatility of their scientific interests -scientists have made discoveries in various fields of mathematics, physics, and philosophy.Secondly, scientists have left a rich scientific legacy, which has not yet been fully studied and understood, and new facts about the discoveries are constantly emerging.Thirdly, the scientific results obtained by scientists are included in the content of the school curriculum.