Аңдатпа
Abstract The article discusses one of the leading goals of teaching mathematics - the development of students’ thinking by means of mathematics, it is noted that this requires the creation of special situations, the resolution of which leads to the development of thinking. The possibility of developing logical and figurative thinking of students of secondary schools in the process of aesthetic education using the subject of mathematics is investigated. The beauty of problem solving allows you to increase interest in the study of mathematics. The development of intellectual and creative capabilities, their imagination, as well as broadening the horizons in the application of methodological programs in teaching and evaluating students’ knowledge and skills. The present work is presented on the example of solving one problem by several mathematical methods. Using a mathematical model to solve various kinds of problems with the greatest number of solutions contributes to aesthetic education, allowing you to develop a culture and logical thinking, to form in students the optimal analysis of the task in solving it. The work is presented in an experiment on organizing aesthetic education by knowing the beauty of problem solving, which will fully reveal the criteria for applying the individual approach to learning through the development of thinking in solving various kinds of mathematical problems. The organization of the intensification of the process of mastering knowledge and applying aesthetic beauty is shown by the example of solving problems in mathematics of grades 7-9. We carried out a number of experimental works on the development of thinking and aesthetic education, relying on the activity-based approaches of educational and developmental teaching of mathematics.