THE FORMATION OF STUDENTS’ THINKING CULTURE IN THE PROCESS OF ORGANIZING THE LEARNING ACTIVITIES AT THE TEACHING MATHEMATICS IN PRIMARY SCHOOL

Introduction. At the present stage of reforming Ukrainian education, we are looking for the new means and methods of optimization of educational process, which aims to improve the effectiveness of teaching and learning, based on national achievements and established international traditions. Which, in turn, will allow the teacher to improve the quality of providing educational and training services, and students – to acquire and develop their competence for the further successful training and implementation of professional activities. Currently there is a topical issue of development of subject and key competences on the basis of formation of students' thinking culture. Purpose. The students' thinking culture in learning mathematics in primary school is revealed in the context of the complex organization of students' educational and cognitive activity, with emphasis on the kinds of thinking and forms of work with the mathematical object. Results. The formation of students' thinking culture in the process of organizing the learning activities when teaching mathematics in nprimary school was aimed at students' understanding of ideas, concepts, rules, laws, facts, as forms of existence of knowledge of mathematical objects and as forms of thinking, which «serve» the course of mental activity, i.e, are tools for the implementation of the mental actions. In its turn, during the implementation of such mental actions as the construction of judgments, formation of conclusions, analysis, synthesis, comparison, abstraction, generalization, analogies, etc., the knowledge about mathematical objects in the form of ideas, concepts, rules, laws, facts is formed in students' minds. Consequently, the practical application of the methods of performing mental actions (construction of judgments, formation of conclusions, analysis, synthesis, comparison, abstraction, generalization, etc.), methods of forming the concept of a mathematical object of knowledge, means of implementation of logical actions with mathematical concepts, ways of building a system of concepts on a topic, that is studied in the process of learning mathematics in primary school, determines the students' thinking culture during the implementation of the educational and cognitive activity in learning mathematics in primary school. Originality. In our understanding the students' thinking culture in learning activities is a certain perfection, which is manifested in the understanding of ideas, concepts, rules, theorems, characteristics, properties: 1) forms of existence of knowledge about mathematical objects that are created in mind during mental actions and as a result of performing mental actions (construction of judgments, formation of conclusions, analysis, synthesis, comparison, abstraction, generalization, ect.); 2) forms of thinking that allow students to implement thinking activities, i.e. serve as means to carry out mental actions. Conclusion. The basis of students' thinking culture is productive thinking. According to an object of cognition, conditions and content of the educational and cognitive activity, productive thinking can accompany other types of thinking (reproductive, critical, creative, discourse) and intuition (in the absence of discursive thinking we may observe the intuitive solution of cognitive tasks). The teacher may set the level of students' thinking culture by determining the level of practical application of methods of performing mental actions (construction of judgments, formation of conclusions, analysis, synthesis, comparison, abstraction, generalization, etc.), methods of forming the concept of a mathematical object, methods of performing logical operations with mathematical concepts, ways of building a system of concepts on a topic, that is studied in the process of learning mathematics in primary school.