UNIVERSITY MATHEMATICS IN THE STRUCTURE OF PROFESSIONAL KNOWLEDGE OF FUTURE MATHEMATICS TEACHERS

The article is devoted to the study of the ideas of fifthyear students of a pedagogical university future teachers of mathematics about the knowledge necessary for teaching mathematics in a secondary school. The question of how the areas of professional knowledge of students are connected is considered. On the basis of a set of methods of pedagogical research (analysis of students’ essays, questioning, conversation), 18 types of professional knowledge are identified, their classification into seven groups is proposed (knowledge of university mathematics, the content of the school mathematics course, the content of the program and the requirements of the federal state educational standards of basic general and secondary general education, specialized content knowledge, horizontal content knowledge, knowledge about content and learners, about content and teaching). The structure of knowledge in the form of a directed graph is compiled. The noted groups of knowledge are distributed in a hierarchical order: fundamental (on which the knowledge used in teaching mathematics is based), modification (participating in the transformation of fundamental knowledge into operational knowledge) and operational knowledge (used directly in practice). It was revealed that in the vision of students, university knowledge in the context of their application in professional activities is modification knowledge. Fundamental knowledge includes knowledge of the content of the school mathematics course and knowledge of the content and curriculum; modification knowledge includes knowledge of university mathematics, specialized knowledge of content and horizontal content of knowledge; and operational knowledge includes knowledge about the content of school mathematics course and students, and of the content and teaching. The results of the study show the need to raise the role of university mathematics in the vision of future teachers: university mathematics should take a fundamental position in relation to school mathematics.

university mathematics, mathematical disciplines, mathematics teaching methodology, pedagogical practice, mathematics teacher, professional knowledge, fundamental knowledge, modification knowledge, operational knowledge, mathematical knowledge, curriculum

Khalatyan K. A., Grigoryan L. A., Zvereva L. G. University mathematics in the structure of professional knowledge of future mathematics teachers. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2023;3(64):335—340. DOI: 10.25683/VOLBI.2023.64.691.