THE OF ROLE MATHEMATICAL TASKS IN THE DEVELOPMENT OF INQUIRY-BASED SKILLS OF STUDENTS STUDYING IN MATHEMATICS

Abstract

This article provides a comprehensive examination of the role of mathematical problems in developing research skills among university students majoring in mathematics. In modern higher education, the professional competence of future teachers is determined not only by the extent of their theoretical knowledge but also by the level of their research culture and scientific inquiry skills. In this context, mathematical problems are viewed not merely as a means of reinforcing knowledge but as an effective methodological tool for fostering investigative thinking and promoting creative analytical abilities.

The theoretical section of the study analyzes the potential of mathematical problems in organizing research-oriented learning activities and substantiates their importance for enhancing students’ intellectual engagement, logical reasoning, and proof culture. It is emphasized that students’ reliance solely on algorithmic patterns restricts the development of their research thinking. In contrast, transforming problem conditions, generalizing results, and exploring alternative solution strategies contribute significantly to the cultivation of research competencies.

The practical part of the study presents a pedagogical experiment conducted with 60 second- and third-year students at M. Auezov South Kazakhstan University. A set of research-oriented mathematical problems was applied during the experiment, and the dynamics of students’ research skills development were analyzed using mathematical statistics methods. The results confirmed the effectiveness of the proposed methodology, demonstrating that the use of mathematically rich, inquiry-based tasks enhances students’ scientific research potential.

Overall, the findings of the study made it possible to develop a methodological model aimed at improving the quality of mathematical education and strengthening the research culture of future teachers