The methods to diagnose universal learning actions of students when teaching mathematics

Problem and purpose. The article analyzes the publications of domestic and foreign authors in the field of formation and diagnostics of the formedness of universal learning actions of students and draws a conclusion about the significant interest of specialists in the formation of these actions in the process of studying specific disciplines and poor knowledge of diagnostic issues. However, the requirements of federal state educational standards for the meta-subject learning outcomes of students indicate the need for their formation at all stages of the general education school, which requires systematic diagnosis. In this regard, there is the problem of creating methods for systemic diagnosis of the level of the formedness of universal learning actions of students. The purpose of this article is to develop a methodological model for diagnosing universal learning actions of students and methodological recommendations for its implementation. The methodology of the research is the system-activity approach, the main provisions of pedagogical diagnostics, the theory and practice of pedagogical testing, methods of analysis and generalization of normative documents in the field of general education, research works of foreign and domestic scientists, pedagogical modeling. Results. The basic principles of diagnostics of universal learning actions of students are substantiated and formulated. They are the principles of expediency, scientific character, continuity and stage-by-stage, dynamism, efficiency and publicity. On the basis of these principles, a methodological model for diagnosing the level of the formedness of universal learning actions of students is developed, consisting of the target, conceptual, technological and performance-analytical units. The peculiarity of the target unit of the model is the decomposition of the diagnostic purposes of universal learning actions by their criterion structural-content model. The systemforming attribute of the set of diagnostics tools as special tasks is defined, their classification is carried out. An example of developed tasks included in the system of diagnostic tools for the level of the formedness of universal learning actions for 5th graders in the process of teaching mathematics is presented, and an assessment of their reliability and validity is proposed. The methodical recommendations for the diagnosis of universal learning actions of students are formulated. Conclusion. The methodical model of diagnostics of universal learning actions of students proposed in the article corresponds to the basic provisions of pedagogical diagnostics. It defines the basic structural and functional components and sets the conceptual basis for the development of a toolkit for the diagnosis of universal learning actions of students. The technology of developing a system of reliable and valid tasks-tests of diagnosing the levels of the formedness of 5th graders, universal learning actions in the process of teaching mathematics is presented. The results obtained can be extended to other graders and other subject areas on the basis of appropriate adjustments.