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Abstract
This article analyzes the essence of inductive analysis in solving geometrical problems and its main stages: observation, experimentation, and generalization. The role of the inductive approach in developing students’ logical thinking, analytical reasoning, and independent conclusion-making skills is substantiated. The didactic significance of identifying geometrical regularities through observation and experimental activities is highlighted. The study demonstrates that the application of inductive analysis enhances students’ cognitive activity, promotes active learning, and increases their interest in studying geometry.
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