Developing critical thinking in schoolchildren when solving life problems in geometry

The article reveals the pedagogical conditions and methodological approaches to the formation of critical thinking in schoolchildren through solving real-life problems in geometry. The author substantiates the relevance of developing this competence in the context of the requirements of modern education, emphasizing its role as a key component of a student's personality, capable of analysis, argumentation and making independent decisions. The article considers the features of real-life problems - practice-oriented tasks based on real-life situations that require students to interpret information, choose a strategy and evaluate the result. Real-life problems in geometry are considered as an effective means of developing analytical skills, logical thinking and the ability to reflect. Examples of specific problems are given, such as calculating the area of a plot, designing a school flowerbed and a sports ground, showing the stages of their solution and the skills developed in this process. The importance of methodological techniques, such as the project method, case method, technology of critical thinking through reading and writing (CTW), is emphasized, and forms of critical thinking assessment are discussed, including reflection, group presentations and essays. Particular attention is paid to the role of the teacher as an organizer of thinking activity, capable of creating an environment conducive to the development of critical thinking. The article emphasizes the need to include life tasks in the educational process and the development of didactic materials aimed at the formation of universal competencies. This approach makes teaching geometry not only meaningful and interesting, but also socially significant, preparing schoolchildren for life in an information and rapidly changing society.