Didactic potential of animation in the formation of creativity of elementary schoolchildren during math lessons

Statement of the problem. Creativity is one of the most necessary competencies of a modern person and is included in the educational standards of many countries of the world. The Ministry of Education of the Russian Federation has launched the project “Monitoring the formation of functional literacy of students”, the materials of which included research on creative thinking as a component of functional literacy. The Federal State Educational Standard of Primary General Education already imposes requirements for the formation of functional literacy of an elementary school graduate who is able to solve educational tasks and life problem situations on the basis of formed subject, meta-subject and universal ways of activity. The issue of formation of all components of the functional literacy among younger generation in the new conditions of socio-economic development of Russia is becoming an important strategic problem for the education system. The designated targets in the education system necessitate the search for pedagogical means aimed at shaping the creativity of students not only in extracurricular activities, but also in educational activities, in particular in the process of teaching mathematics. The purpose of the article is to identify the didactic potential of animation in the formation of creativity among elementary schoolchildren during mathematics lessons. The research methodology (materials and methods) is based on the theoretical provisions of the system-activity approach in terms of the formation of planned educational results in educational activities; on the analysis of Russian and foreign approaches to the formation and identification of creative thinking and its components among students. Research results. The didactic potential of animation is revealed in the formation of creativity among primary school students during mathematics lessons. The technological features of the formation of the phenomenon under study are highlighted. They are reflected in a fragment of the technological map of the mathematics lesson with the use of children’s animation in solving non-standard problems in elementary school. The efficiency of using animation in mathematics lessons has been experimentally proven for the formation of the studied phenomenon among elementary schoolchildren by years of study at the level of primary general education. Conclusion. The methodology of the study made it possible to identify the potential of the methodology of using children’s homemade animation at math lessons in elementary school. The use of the shifting technique in children’s animation when solving non-standard mathematical problems in the format of small groups creates conditions for the formation of creativity as one of the global competencies of an elementary school student.