Complex Tasks as a Means of Forming Mathematical Knowledge and Skills of Schoolchildren Experiencing Difficulties in Learning Mathematics

Introduction. The article substantiates the relevance of research in this area, taking into account the requests of the state and society, and formulates a contradiction leading to the problem of finding effective methodological and pedagogical approaches to the formation of mathematical knowledge and skills of schoolchildren who have difficulties in studying mathematics at the level of basic general education. Methodology. Based on the analysis of theoretical provisions of scientific research, modeling, comparison, generalization of pedagogical experience, the authorʼs approach to the use of complex tasks (as interpreted by the author of the article) at various stages of teaching mathematics to schoolchildren in order to correct their academic failure and form a level of mathematical knowledge and skills sufficient to overcome the threshold for passing the state final certification in the form of the main State exam is proposed. Result. The authorʼs approach to the formation of mathematical knowledge and skills of schoolchildren experiencing difficulties in learning mathematics has been developed and substantiated. Complex tasks have been selected as appropriate tools, the possibility of using them to form subject and meta-subject results has been demonstrated, and the advantages of complex tasks compared with the traditional task system for consolidating and repeating mathematical material by the specified category of students have been analyzed and described. Conclusions. The systematic use of complex tasks is advisable for the formation of mathematical knowledge and skills of schoolchildren experiencing difficulties in learning mathematics; the creation of a bank of complex tasks designed to prevent possible difficulties and their gamification will become promising areas for further research.