The use of critical thinking development technology (CTDT) when studying the topic “Derivative” at the university

A graduate of a higher educational institution should have the ability to independently formulate the tasks facing him and develop an action plan to solve them; monitor and adjust his work; rationally use available resources to achieve his goals, as well as adapt strategies depending on the situation. It is advisable to develop these skills from the beginning of university studies, including in higher mathematics classes. When preparing for a lesson, the teacher determines its tasks, forms the content and chooses the methodology for conducting it. The student, getting acquainted with the textbook materials and lecture notes before the lesson, has a certain amount of knowledge on the topic, as well as varying degrees of interest in it, which often remains out of the teacher’s field of view. Even if the material is understood, additional efforts are needed to consolidate it, which requires the use of certain methodological approaches. To improve the quality of the educational process, it is proposed to apply the methods of critical thinking development technology (CTDT), known in Russia since 1997. CTDT provides a wide range of tools that can improve the efficiency of learning and develop students’ independence. The methods and techniques of CTDT discussed in this article can be used in higher mathematics classes when studying the topic “Derivative”.