Formation of Future Mathematics Teachers' Methodological Knowledge and Skills While Studying Mathematical Analysis at Peda-gogical Universities

Abstract

The article presents the results of a comprehensive (theoretical and practical) investigation devoted to observing the possibility and feasibility of forming future mathematics teachers' methodological knowledge and skills while studying mathematical analysis at pedagogical universities. The investigation uses both quantitative and qualitative methods. Qualitative research methods include observations, conversations, and surveys of students about the motives for choosing a profession, motives and needs for mastering knowledge and skills, including methodological. Testing and questionnaires are quantitative methods. During the study, the authors have established that while studying mathematical analysis, there are vast opportunities for forming methodological knowledge of all levels (philosophical, general scientific, specifically scientific, technological) and relevant methodological skills, which should be combined into four groups: general methodological; mathematical and methodological; organisational and methodological; communicative and methodological. The study highlights that the formation of methodological knowledge and skills should be conducted systematically, comprehensively, continuously and gradually. The study involved 94 higher education students clustered into experimental and control groups. Learning in the control group was conducted traditionally, whereas learning in the experimental group was based on the methodology developed by the authors. The main provisions of the mentioned technique are the selection of methodological knowledge and skills for each topic of mathematical analysis, the selection and rational combination of innovative and traditional forms of learning, methods of conventional and interactive understanding of mathematical analysis, and the selection of appropriate material and ideal teaching aids. Based on the conducted questionnaire, testing, and processing of research data, the efficiency of the offered technique for forming methodological knowledge and skills during the study of the mathematical analysis has been proved.