INTERACTIVE COMPONENT OF FUTURE MATHEMATICS TEACHERS’ METHODOLOGICAL TRAINAING

Abstract

Summary. Introduction. Within the framework of the subject-methodological competence of a future teacher, the ability to select and use modern effective teaching, upbringing, and educational development methodologies and technologies is highlighted. Such methodologies and technologies have a mandatory interactive component aimed at ensuring effective interaction of students with the teacher, among themselves, and with the educational environment in which the educational process takes place.

The purpose of the article is to consider the interactive component in the structure of methodological training of future mathematics teachers based on the principles of three-subject didactics of mathematics.

Method. To achieve the objective of the article, methods of comparison, analysis, synthesis, generalization, and concretization were applied.

Results. The authors examined the place and role of the interactive component in the structure of methodological training of future mathematics teachers, analyzed its formative professional-methodological potential within the context of a specific level-based approach to the formation of the corresponding component of the future mathematics teachers’ subject-methodological competence. The article establishes the expediency of using the concept of "interactive learning content (ILC)." It is substantiated that ILC should be involved in the theoretical and practical components of methodological training, in the content of academic disciplines that directly and indirectly form the future teachers’ subject-methodological competence. It is established that a substantial component of ILC is educational and methodological tasks (problems and exercises). Electronic educational resources (EER) for creating a wide range of interactive educational and methodological tasks, including timelines and tasks for terminological work are considered. It is noted that when "embedding" interactive educational and methodological tasks and exercises in modern EER, it is important to consider the specifics of the architecture and functioning of each of them, their advantages and limitations. It is shown that the use of services with built-in artificial intelligence requires special attention and additional work: elimination of terminological and factual mathematical errors, methodological inaccuracies, and inappropriateness.

Originality. The article gives the authors’ interpretation of the concepts "interactive educational and methodological tasks" and "interactive learning content (ILC)."

Conclusions.  It is generalized that to bring students to the level of professional independence, they need to be involved in the procedures of independent "invention," creation, production, and adaptation of interactive exercises in the educational process in mathematics.