Didactic potential of blended learning in mathematics for development of regulatory universal educational actions in high school students of grades 7-9

Statement of the problem. The experience of teaching mathematics during the pandemic showed that students had difficulty organizing their own learning activities in real and virtual space, in synchronous and asynchronous learning formats. Difficulties arose in setting goals and planning activities, rational distribution of time and predicting results, as well as realizing the need to monitor, adjust and evaluate results for further mastering of the educational material. Thus, teachers faced the question of finding a solution to the identified problem in the development of regulative universal educational actions (RUEA) in high school students, in particular, during mathematics lessons in Grades 7-9. One of the tools can be blended learning, which is one of the key trends in modern education that forms a new pedagogical worldview. However, scientific papers that describe the theoretical and practical provisions for the RUEA development in high school students of Grades 7-9 in the context of using blended learning in mathematics, containing different points of view, are not enough to make a general decision. All this proves the existence of a problem: the combination of what methods, means, forms and methods in a mixed environment will ensure the RUEA development in high school students of Grades 7-9? The purpose of the article is to consider the didactic potential of blended learning in mathematics for the RUEA development in students of Grades 7-9. The methodology of the study is based on the theoretical principles of the development of information technologies and informatization of education; the main ideas of blended learning; system-activity approach; studies in the field of RUEA development; analysis of scientific publications and innovative experience on the designated problem. Research results. The didactic potential of blended learning for the RUEA development in students of Grades 7-9 is presented in the form of a map as a set of methods, tools, forms, techniques, formats of learning, depending on the model of blended learning. On the example of a topic in Algebra (Grade 9), the possibilities of “flipped learning” for the RUEA development in high school students are described. Conclusion. The methodology of the study made it possible to present the didactic potential of blended learning in mathematics for the RUEA development in students of Grades 7-9 in the form of a map focused on the main models of blended learning. The developed map can be adapted taking into account the specifics of the subject content of other disciplines and used to design the process of the RUEA development in students in the process of blended learning.