MATHEMATICS AND MATHEMATICAL EDUCATION IN THE FORMATION PROBLEM FORMAT AT SUBJECTS OF KNOWLEDGE OF PROCEDURES OF CRITICAL THINKING
The significant substantial field of formation of critical thinking of school students is the wide cross-disciplinary context of mathematics which inclusion in methodical content promotes critical judgment by pupils of a role of mathematics in various areas of reality, positions dialectics of the quantitative and qualitative description of various objects and phenomena. In traditional mathematical education the stated critical format isn't realized, that educational and methodical content which is potentially focused on the solution of this task which is opened in this paragraph is presented only fragmentary. Therefore the problem of search of techniques of formation and development of critical thinking is still relevant and the conceptual model of formation and development of critical thinking following from the previous statement when training in mathematics can be the initial stage of her decision. In such foreshortening in article approaches of the famous scientists-mathematicians to determination of mathematical thinking are discussed, such construct as critical layer of mathematical thinking comes to light and concretized, the attempt of justification of typology of mathematical problems of critical orientation and a formulation of conceptual model of development of critical thinking when training in mathematics is made.