ANOMALIES IN THE IMPLEMENTATION OF METHODS OF TEACHING MATHEMATICS AND THEIR CONSEQUENCES

The article deals with the negative trends in development of school mathematics education context relationship inductive and deductive methods teaching educational material. It is stated that dominance deduction high its separation from explanations to students mathematical concepts, definitions, rules, formulas indicates a complete disregard for pedagogical experience K.F. Lebedyntsev D. Polya’s methodical research. historical causes excessive application method are revealed: centuriesold practice imitating “Beginnings” by Euclid; historically short (about four centuries) period induction formation scientific research; even shorter applications practice. In order more fully revealing significance mathematics, brief analysis features lectures course on algebra, developed delivered I. Newton Cambridge University, was carried out.It found out this has strong orientation revealed genius English scientist’s conviction an art which solving examples problems important useful than rules. emphasized Newton’s significantly ahead other Western European mathematicians. purposefulness persistence national mathematicians-teachers M.G. Kurganov, F.I. Busse, P.S. Guriev, O.M. Strannolyubsky, S.I. Shohor-Trotsky, substantiating practical implementation were noted. general didactic Busse’s views learning consciousness principle been revealed. Examples M.M. Luzin’s modern training teachers given. They show lack main thing content lesson turns into formal-deductive, accompanied substitution understanding thoughtless mechanical memorization exceptional relevance heritage problem improving quality substantiated. most task considered – determinating ways decision formulated.