Features of design activities in the training of future mathematics teachers

Abstract

The article reveals the essence and features of training future mathematics teachers for design. The publication identifies the relationship between the effectiveness of training future specialists in mathematics and the level of their readiness to implement the acquired knowledge, skills and abilities of a certain direction. The article considers design activity as an effective means of activating students’ educational activities during the study of the subject. Qualitatively organized work on a joint project contributes to the timely identification of gaps in their professional training, and therefore will contribute to the optimization of the educational process and, accordingly, the activation of their educational activities. Group work and work with projects are an important means of stimulating students’ educational activities. As practice shows, the preparation of one’s own project and its presentation directly positively affects the development of leadership qualities and abilities of a specialist in general. It is demonstrated that in the conditions of integration of education, science and production, the transformation of mathematical training occurs due to the creation of appropriate information environments, a component of which is project activity. In accordance with the above, the author distinguishes the following levels of training of a future mathematics teacher for design: the methodological level is represented by the categories “activity”, “project”; the theoretical level of categorical-conceptual analysis contains such categories as “pedagogical activity”, “professional training”, “pedagogical projection”, “constructive activity”, “design”; a special level of categorical analysis requires consideration of the categories “design of a mathematics teacher”, “training of a future mathematics teacher”. The author also considers modern innovative methods and forms of professional training of future specialists, which allow expanding the boundaries of design activity. The publication indicates the approaches of modern scientists to the issue of design activity. The methods of training future specialists for educational design are characterized, the features of readiness for this type of work are determined. The author studies the methods of using search tasks and projects, gives examples of organizing students to work on projects, performing independent tasks of varying complexity. Recommendations are offered for the development of skills and abilities of project activities of future mathematics teachers.