DIVIDING AN ANGLE INTO THREE EQUAL ANGLES USING A COMPASS AND A RULER.

The current article explores the possibility of forming pedagogical means of increasing the interest and involvement of the target group of students in the in-depth study of the galaxy of mathematical sciences by solving classical mathematical problems and tasks, which forms the appropriate competencies and scientific “excitement” in students and which corresponds to national interests and the doctrine of the development of the educational field. The purpose of the article is to develop a method of solving and proving the mathematical problem of angle trisection in the formulation and with restrictions from 1837, which can be used as a pedagogical tool. Within the scope of the current research, information search methods are used (to form a database of ways to solve the mathematical problem under study and appropriate pedagogical tools for studying mathematical sciences), analytical-correlation methods (to identify the uniqueness of the proposed method of proving the problem of P. Wantzel from 1837 and to identify the corresponding tangent to the results of similar searches in the field of mathematics and pedagogy), bibliometric analysis (as means of forming a historical-chronometric basis and means of visualization of an array of information data of searches to promote greater involvement of the target group of education seekers in the study of geometric and mathematical foundations). As a result of the current research work, a method of solving the problem of trisection of an angle in the formulation and with restrictions from 1837 was obtained, the possibility of using the formed method to implement the procedure of trisection of an angle for any degree measure was proven, and potential pedagogical tools (visual and analytical tools) were established, which can be integrated into extracurricular educational programs (or into the main educational processes). The practical significance of the research is seen in the use of the approach of studying the possibility of solving and proving classical mathematical problems from the perspective of increasing the involvement of specialized groups of students in the in-depth study of mathematics and geometry. [ABSTRACT FROM AUTHOR]