SCIENTIFIC-METHODOLOGICAL FOUNDATIONS OF GEOMETRY INSTRUCTION IN SECONDARY SCHOOLS AND ITS IMPACT ON STUDENTS’ MATHEMATICAL THINKING DEVELOPMENT

The article examines the selection of geometry teaching materials in secondary schools and their implementation in the educational process. The study highlights the integration of geometry education with real-life contexts, its polytechnic nature, the practical application of theoretical knowledge, and the development of students’ spatial imagination. The author emphasizes that geometry is not only a body of theoretical knowledge but also serves to develop practical skills that students can apply in scientific and technical activities. The research analyzes how students become familiar with geometric quantities from elementary grades, the study of spatial figures, and operations such as measuring, calculating areas, and volumes. In primary grades, the main goal is the development of spatial imagination, while in higher grades, the focus shifts to the practical application of theoretical knowledge and the development of problem-solving skills. The article also underscores the importance of teachers’ scientific and pedagogical preparation, the selection of methods adapted to students’ varying levels of knowledge, and the interactive and practice-oriented organization of lessons. The connection of geometry with other subjects–particularly physics, chemistry, geography, and technical disciplines–is explored, along with examples of its practical applications in everyday life and technical activities. The author notes that practical tasks, drawings, and models promote the development of students’ critical thinking, observation skills, and creative cognitive activity. Consequently, geometry education plays a significant role in the practical application of theoretical knowledge, problem-solving, and logical reasoning development. The author concludes that the purposeful and correct selection of geometric materials, the practical application of theoretical knowledge, and interdisciplinary integration in secondary school mathematics courses enhance students’ mathematical thinking, spatial imagination, and technical creativity.