Reflection of the Multiplicity of Possible Problem Solutions as an Indicator of Metasubject Learning Outcomes in Primary School Students

We present the results of experimental studies of the tasks design aimed at modeling the whole-part relation in the narrative picture content as the current diagnostic of metasubjective competencies. Subjects were offered diagnostic tasks on reflection of multiplicity of possible solutions of a problem. The sample consisted of 168 students of grades I-III of two Moscow secondary schools. The diagnostic capabilities of the designed tasks were tested in a forming experiment. Materials for training sessions were assignments based on interpreting the actions of the characters in the picture story in form of mathematical models of arithmetic. The tasks used in the forming experiment differed in their content from the diagnostic tasks. According to one of the techniques, the results of the experimental group students significantly improved. On this basis, we conclude that the proposed diagnostic task can be used to assess the ability of primary school students to realize the multiplicity of possible solutions to the problem. In another technique, they scored poorly, including the assessment after the training classes. This is due to a lack of formation of the concept of zero in students, that is necessary for successful completion of the assignment. We conclude that metasubjective competences are closely related to the subjects, since the lack of subject knowledge makes it difficult to perform tasks of metasubjective nature. Teachers can use this kind of diagnostic tasks in the real learning process as the current diagnostic of metasubjective competencies.