What Is Classification Thinking?

INITIAL THEORETICAL GROUNDS
L.S. Vygotsky (1962) was one of the first to illustrate the role of reflection in the development of the child’s thinking (Yasnitsky&van der Veer,2015; Van Oers, Wardekker, Elbers &Van der Veer, 2008). According to the cultural-historical approach, the logical form of reflection has to correspond to the specificity of thinking types. Therefore, complexes can be regarded as akind of early undeveloped manifestation and form of classification thinking (van der Veer, 1994; Gelman& Markman, 1986). The learner forms and develops conceptual thinking through studying scientific classification systems of which the key concepts are awareness and reflexivity. The basis of the development of reflection is the assimilation of

However, research relating to the education and training of future teachers reveals a significant number of errors in respect of the logical form of comparison and in relation to the level of reflection that is required to eliminate mistakes (Kurbanova, 2014). The ability to perform other operations of the logic of classes does not provide a theoretical level of classification thinking either, as it is not supported by corresponding forms of reflection, and is replaced by its substitutes which are not connected with the logic of classes (Kurbanova & Salikhova, 2016). In this regard, it is necessary to identify the real content of reflexive processes that future teachers can experience whilst undertaking tasks and solving problems which require highly developed levels of theoretical thinking. In relation to classification thinking these are issues which require the improvement of comparison quality with the help of various operations of the logic of classes, together with an assessment, evaluation and justification of these results. Therefore, the goal of the experimental study was to reveal the types and content of reflexive and pseudo-reflexive processes of future teachers which relate to the solving of classification tasks which demand a well-developed level of theoretical

The following objectives were identified as the main: to identify the degree of conformity of the reflection process when students solve classification problems with the norms of theoretical thinking, the main obstacles to the application of these norms and ways to overcome them; To develop a type of tasks requiring the use of classification thinking of a theoretical level and at the same time free from the subject content of a certain scientific discipline; Develop a technology that connects diagnostic and training functions based on the method of reflexive