METHODS OF DEVELOPING STUDENTS' KNOWLEDGE IN MATHEMATICS LESSONS BASED ON A DIFFERENTIATED APPROACH

Abstract

This article analyzes the theoretical foundations of the differential approach
in mathematics lessons, their role in the formation of students' knowledge, as well as their
effectiveness. Also, through practical examples, the experiments of integrating the differential
approach into the course of the lesson are described. The possibilities of applying a differential
approach in mathematics lessons, what methods are effective in shaping students ' knowledge, the
advantages and some problematic aspects of this approach are highlighted.