ALGORITHMS WITH AN APPEALING OUTCOME AS A MEANS OF ENHANCING MOTIVATION AND QUALITY OF MATHEMATICAL KNOWLEDGE CONSOLIDATION IN GRADES 5-6

Abstract

The article examines the problem of maintaining the learning motivation of 5th–6th grade students while performing routine mathematics exercises. The relevance of the study is determined by the need to improve the effectiveness of consolidating mathematical knowledge within the framework of competency-based and activity-oriented approaches in modern education. Repeated completion of similar exercises, which is necessary for developing computational skills and mastering mathematical algorithms, often leads to a decline in students’ interest in learning, thereby highlighting the need for new methodological solutions. The purpose of the study is to provide a theoretical justification for the psychological, pedagogical, and methodological feasibility of using algorithms with appealing outcomes as a means of organizing the consolidation of mathematical knowledge among 5th–6th grade students and to identify the conditions for their effective implementation. To achieve this goal, a set of theoretical research methods was employed, including the analysis, synthesis, and systematization of psychologicalpedagogical and methodological literature, comparative analysis of contemporary educational approaches, theoretical modeling of algorithm-based tasks, and instructional design. The scientific novelty of the study lies in the substantiation and systematization of algorithms with appealing outcomes as a distinct methodological tool for consolidating mathematical knowledge. The proposed approach involves a sequence of mathematical actions that leads students to an aesthetically or intellectually meaningful result in the form of an ornament, drawing, cipher, palindrome, maze, or geometric composition. The findings indicate that the use of such algorithms contributes to enhancing intrinsic motivation, developing selfmonitoring skills, sustaining cognitive interest, and fostering a positive attitude toward mathematics. Examples of algorithms for various topics in the mathematics curriculum for grades 5–6 have been developed and systematized, and the key methodological conditions for their effective application have been identified. The practical significance of the study lies in the creation of a set of ready-to-use algorithm-based exercises that can be employed by mathematics teachers when organizing students’ learning activities during the knowledge consolidation stage