Ways of creative actions of fifth graders when composing of unlearning tasks

The article presents a study aimed at determining the characteristics of the methods of creative actions of fifth-graders in situations of composing, in the external and internal terms, tasks of different complexity of a non-educational nature. It was shown that schoolchildren use three main methods of composing problems: meaningful, productive and original. A meaningful way is associated with the compilation of one or two correct (solvable) problems. In a productive way, three to five correct tasks are compiled, but created according to the same template. The original method is also characterized by the compilation of three to five, but, in contrast to the productive method, all created tasks differ from each other.