ON THE CONTENT OF STORYLINE PROBLEMS IN SCHOOL TEXTBOOKSIN MATHEMATICS
The aim of the article is the analysis of the situation with the problems of storyline problems in educational practice. The authors study the theoretical basis for the use of storyline problems at school. The analysis of some modern school textbooks is performed to find out the kinds of storyline problems presented there. The research enables to conclude that storyline problems, especially economic ones, have become the object of modern teachers' methodical work but pedagogical problems have little importance in the widespread system of education. To improve the situation it is useful to make up special Supplements for the textbooks. Various modifications of the texts of the problems with preservation of mathematical structure are offered to increase the share of pedagogical problems, in particular, with historical-cultural, and fiction-poetic content. Such tasks may be created by the learners themselves. The authors managed to introduce their own versions of the notion of storyline problem, plot and content of the storyline problem, as well as to renovate the problematics of storyline problem usage.