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Formulation of the problem. The motivation of students to study a subject at school largely depends on the methodology used by the teacher in the teaching process, and his or her ability to convey new knowledge to students in an interesting and accessible form. This problem becomes especially relevant in the context of the New Ukrainian School project, which involves shifting the emphasis in the learning process from the teacher to the student and puts in the forefront the needs of the latter. For a child to be interested in learning and sufficiently motivated, a teacher should have an answer to the question "Why do we need to learn this?" The method of expedient problems gives one of the possible answers to this question, helps the teacher to motivate the student to study mathematics, and indicates directions for further use of mathematical knowledge. The importance of developing students' ability to apply mathematical knowledge in practice is further confirmed by the results of the International Comparative Studies PISA 2018 and PISA 2022, as well as statistical reports of the Ukrainian Center for Educational Quality Assessment in Mathematics. Materials and methods. To achieve our goal, we use a theoretical analysis of the methodological literature related to the chosen research topic. We also implement empirical methods, including conducting our own survey via Google Forms, observing the educational process in secondary schools, and analyzing students’ performance. Results. To study the feasibility and possibility of using the method of expedient problems in teaching mathematics in the NUS, we surveyed 290 mathematics teachers with different pedagogical experiences and qualifications from all regions of Ukraine. In particular, we assumed the effectiveness of using expedient problems in the process of teaching mathematics. The survey was conducted anonymously and online via the Google Forms platform. The results of the survey show that a significant number of respondents are familiar with the method of expedient problems and regularly or constantly use such tasks in the learning process. In addition, they are convinced of the need to include such tasks in existing math textbooks. The survey also shows at what stages of the lesson and when studying which content areas of the mathematics course, in the opinion of the respondents, it is most appropriate to use the method of expedient problems. Conclusions. To ensure the proper quality of students' acquisition of the necessary competencies envisaged by the New Ukrainian School project, the use of appropriate tasks at different stages of the lesson and in the study of different content areas of the school mathematics course is quite appropriate and possible. Although only half of the surveyed teachers currently use such tasks in their pedagogical activities regularly, most of the respondents consider them useful. In addition, teachers express a wish to provide methodological support for the effective implementation of appropriate tasks in the educational process, in particular, in the form of ready-made didactic materials and methodological recommendations for their creation.
Vaskovska et al. (Wed,) studied this question.