DIVERGENT TASKS AS A MEANS TO OVERCOME TUNNEL THINKING IN PRIMARY SCHOOL CHILDREN

Abstract

The article analyzes reasons that lead to the emergence of tunnel thinking in younger children in the learning process. Negative consequences for the development of thinking in primary school children with increased influence of tunnel thinking are given. To reduce the impact of tunnel thinking on younger students and on the process of teaching them mathematics, the authors propose a method that has been tested in school practice for using specially selected divergent mathematical problems during their training. The main focus is on implementing the development capabilities of the ten key divergent tasks. At the same time, based on the results of experimental work in primary schools, the paper offers methodological approaches for teaching children to solve these key tasks.