February 2024, № 1 (241), pages 57-62

doi: 10.25198/1814-6457-241-57

Alekseeva E.N. METHODOLOGICAL PREPARATION OF A FUTURE MATHEMATICS TEACHER FOR THE DESIGN AND IMPLEMENTATION OF ADDITIONAL MATHEMATICS EDUCATION PROGRAMSCreating a developing educational environment at school for each student’s intellectual development that takes into account his individual educational needs and abilities is a priority task facing the general education system. A modern mathematics teacher must be prepared for professional activities aimed at identifying and developing students’ mathematical abilities. A special role in this area of pedagogical activity is played by the organization of extracurricular educational activities for students with pronounced mathematical abilities, individualized support for mathematically gifted schoolchildren, including those within the framework of the implementation of additional mathematical education programs. Diagnostic measures aimed at determining the level of the special methodological competence were carried out among practicing teachers and students, future mathematics teachers, resulting in the identification of the number of systemic problems. The formation of a special methodological competence of the future teacher for the design and implementation of extracurricular courses in mathematics and programs of additional mathematical education must be ensured as early as at the stage of their getting higher pedagogical education. Universities that train teachers need to update the existing system of students’ methodological training, ensuring the formation of the graduates’ readiness to design and implement programs of additional mathematical education in the context of the development of individualization of education, to develop individual educational routes of training and support for mathematically gifted schoolchildren, to organize the preparation of such students for participation in mathematical olympiads. The system of methodological training of a future mathematics teacher in the considered context should provide an end-to-end subject-methodological line within the framework of the content of disciplines and practices when organizing project-research and practical training of students. It is important to use special teaching technologies, such as individualizing the very education of students who are future mathematics teachers and involving them into the practical work with gifted pupils.Key words: individualization of teaching mathematics, development of mathematical abilities of schoolchildren, methodological training of a future teacher, additional mathematical education.

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About this article

Author: Alekseeva E.N.

Year: 2024

doi: 10.25198/1814-6457-241-57

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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