Learning Technologies AImed at Developing Metaprespective Results in Mathematics Lessons

This article notes the importance of using active and interactive learning technologies in developing metasubjective outcomes in mathematics lessons. Among these, it is widely discussed that problem-based learning, inquiry-based learning, project-based learning, cooperative learning, mathematical modeling, and the use of information and communication technologies create a wide range of opportunities for organizing students' active cognitive activity. The article particularly emphasizes the role of problem solving in developing metasubjective outcomes. In the process of problem solving, students understand the situation, extract important information, create a mathematical model, choose a solution strategy, perform calculations, and verify the results. Therefore, it is noted that mathematical problems should be used not only to obtain the correct answer but also as a means of developing the student's thinking. The importance of open-ended, non-standard, practical, and interdisciplinary tasks in organizing meta-subject-oriented assignments was also identified.