Ability to analyze the statement of a problem as a metasubject result of learning
We provide with the results of experimental research of younger school students ability to analyze and understand the missing terms of a mathematical problem as one of the componentsof metasubject educational outcomes. The pupils were offered tasks of the diagnostic techniquedeveloped by V.A. Guruzhapov, and aimed at assessing the relationships of varying quantities ofitems. The sample of subjects was 168 students of forms I-III of two Moscow schools. It wasfound that this technique can estimate the metasubject component of the educational process inthe traditional system of education in terms of the analysis of the adequacy of the object displayproperties in its model. The validity of the methodology was tested in a training experimentconducted by L.N. Shilenkova. An analysis of tasks of another subject content than what waspresented in diagnostic tasks was performed with younger students. After learning, the results ofthe experimental group students significantly improved. On this basis it is concluded that theproposed diagnostic tasks can be used to assess the ability of younger school students to analyzeand understand the missing statements of the problem as one of the components of metasubjecteducational outcomes. The designed developing educational situation can be used in the practiceof modern elementary school to enhance learning.