PEDAGOGICAL STRATEGIES FOR THE FORMATION OF INTRINSIC MOTIVATION TO LEARN MATHEMATICS IN JUNIOR SCHOOLCHILDREN IN THE CONTExT OF CRISIS LEARNING

Abstract

Purpose. The purpose of the study is the theoretical substantiation and modeling of pedagogical conditions necessary for developing stable intrinsic motivation during the cognitive activity of junior schoolchildren in mathematics lessons. The relevance of the work is due to the significant decline in children's intrinsic motivation, especially in learning mathematics, observed amid crisis learning caused by humanitarian crisis and war. Methods. To achieve this goal, a complex of theoretical scientific search methods was applied, including the analysis, generalization, and interpretation of psychological and pedagogical literature. The method of modeling and design was used to determine effective strategies. The research logic was based on the analysis of leading psychological theories, including Self-Determination Theory (SDT), Maslow's hierarchy of needs, V. Vroom's Expectancy Theory, and the activity approach. Results. Theoretical analysis confirmed that internal (intrinsic) motivation, which is based on the need for cognition and self-development, is the most stable source of learning activity. It was established that its successful formation requires the systematic satisfaction of three basic psychological needs of the child: competence, autonomy, and social relatedness (social belonging). Based on this, four key pedagogical conditions were identified: ensuring visualization and stepwise concretization of abstract mathematical concepts to support cognitive development; stimulating cognitive interest through gamification and problem- solving tasks; forming a sense of competence and learning autonomy by creating «situations of success» and granting the right of choice; and creating a favorable psychological environment that reduces anxiety and satisfies the basic need for safety. Conclusions. The comprehensive implementation of these pedagogical strategies is crucial, as the combination of the activity approach, interest stimulation, and competence support significantly increases the level of engagement among junior schoolchildren. Changing the attitude toward mistakes (viewing them as a resource for learning) and supporting autonomy contribute to the transformation of external motives into intrinsic ones. Prospects for further research include the individualization of learning in a distance format and the study of the impact of adaptive tasks on the stability of motivation.