DIDACTIC FOUNDATIONS FOR DEVELOPING METACOGNITIVE STRATEGIES IN SOLVING MATHEMATICAL PROBLEMS IN TECHNICUM STUDENTS

This scientific article comprehensively investigates the didactic foundations for the formation and development of metacognitive strategies in technical school students during the process of solving mathematical problems. In the modern education system, one of the priority tasks is to develop students' skills not only to acquire knowledge but also to consciously manage, monitor, and evaluate their learning activities. From this perspective, the metacognitive approach is considered an important tool for increasing the effectiveness of mathematical education. In the course of the study, a combination of theoretical and empirical methods was used, and a comparative analysis was conducted between the experimental and control groups. Quantitative results showed a significant increase in students' knowledge levels and problem-solving skills, while qualitative analysis confirmed the development of their reflexive thinking and self-control competencies. Based on the results obtained, methodological recommendations were developed and proposals were made for further scientific research in this direction.