The article analyses the composition and structure of the motivationally oriented methodological system of teaching mathematics (purpose, content, methods, forms, and means of teaching), viewed through the prism of the student as the subject of the learning process. Particular attention is paid to the problem of methods of teaching mathematics, which are represented in the form of an ordered triad of attributes corresponding to the selected characteristics. A systematic analysis of possible options and their methodological interpretation enriched existing ideas about known methods and technologies of training, and significantly expanded their nomenclature by including previously unstudied combinations of characteristics. In addition, examples outlined in this article illustrate the possibilities of enhancing the motivational capacity of a particular method or technology in the real learning practice of teaching mathematics through more free goal-setting and varying the conditions of the problem situations. The authors recommend the implementation of different strategies according to their characteristics in teaching and learning mathematics in secondary schools.<\/p>\r\n","references":"REFERENCES \r\n[1]\tV. P. Bespalko, The terms of pedagogical technology. M.: Pedagogy, 1989.\r\n[2]\tN. N. Khramova, & M. A. Rodionov. The model of motivationally oriented educational environment. Bulletin of Penza State University. 2015, (1), pp. 66-73.\r\n[3]\tV. S. Lednev, The content of education: the essence, problems, structure. M .: Pedagogy, 1995.\r\n[4]\tI. Y. Lerner, The learning process. -M .: Knowledge, 1980.\r\n[5]\tM. A. Rodionov. 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