Abstract
The article reveals the role of structuring mathematical problems in the development of students' research skills. The purpose of the study is to assess the impact of structured tasks on the development of information analysis and systematization skills in students. The following research objectives were established: to evaluate the impact of methods designed to develop research skills; to conduct a series of instructional sessions and perform a qualitative analysis of students' knowledge; and to develop recommendations for organizing teachers' activities aimed at developing students' abilities in information analysis and systematization. Based on the results of the analysis, a classification of structured mathematical problems was developed, distinguishing between problems with independent components and those with dependent components. Evaluation criteria were identified according to the type of problem. Furthermore, a methodology was proposed for the use of structured problems to reinforce problem-solving algorithms, grounded in the development of specific problem descriptors. In the process of developing math problems structured in accordance with the research hypothesis, students were provided with the opportunity to systematize information through a step-by-step search for relevant data. Involving students in self-structuring the problems develops their information analysis skills. As a result of the study, existing research in the field was analyzed, and a set of methods was identified as essential prerequisites for the development of skills in analyzing and systematizing information. The findings confirmed the advantages of the proposed methodology, and, based on the obtained results, a series of recommendations was developed to support the enhancement of students' information analysis and systematization skills.