SPEECH-THOUGHT TASKS IN THE IMPLEMENTATION OF THE SUBJECT TRAINING OF A FUTURE MATHEMATICS TEACHER ON A MULTILINGUAL BASIS (ON THE EXAMPLE OF THE ACADEMIC DISCIPLINE “MATHEMATICAL LOGIC”)

The relevance of this article is explained by the fact that issues related to the training of specialists in the context of linguistic diversity are of importance for many educational contexts in the modern world. The enthusiasm of a large number of researchers for the training of subject teachers on a multilingual basis, the discussion of these issues at Russian and international scientific events, and, finally, the growing diversity of research areas — all this suggests that the multilingual educational environment is becoming promising for further research. The purpose of the article is to determine the role of speech-thought tasks in the implementation of the subject training of a future mathematics teacher on a multilingual basis. As the analysis of scientific and methodological literature has shown, conditionally speech-thought tasks can be divided into conceptual-lexical, mathematical and situational-thinking. When working on each type of speech-thought tasks, the students’ activities will be directed to a non-linguistic subject, and speech will be practiced in mental actions. The author considers in detail each type of the above tasks, describes their structure, determines their significance, and also designs and proposes speech-thought tasks on certain topics of the discipline “Mathematical Logic”. The research interest is aimed at purposeful training in the conditions of a pedagogical university or a pedagogical department of a university of a future mathematics teacher who has the ability to apply a multilingual approach in teaching their subject. Scientific work may be of interest to students and university teachers when studying the discipline “Mathematical Logic” on a multilingual basis, as well as to students and teachers of mathematics at schools of a multilingual type.

mathematical education, mathematics, linguistic diversity, mathematical logic, polylinguality, polylingual educational environment, multilingualism, speech-thought task, mathematics teacher, subject training

Valeev I. I. Speech-thought tasks in the implementation of the subject training of a future mathematics teacher on a multilingual basis (on the example of the academic discipline “Mathematical Logic”). Business. Education. Law, 2023, no. 1, pp. 366—371. DOI: 10.25683/VOLBI.2023.62.548.