Формування математичної компетентності майбутніх учителів початкової школи в педагогічних коледжах

Abstract

У дисертації висвітлено проблему формування математичної компетентності у майбутніх учителів початкової школи. Розроблено, теоретично обґрунтовано та експериментально перевірено авторську методику реалізації педагогічних умов формування математичної компетентності майбутніх учителів початкової школи. Визначені та теоретично обґрунтовані критерії, показники та рівні сформованості математичної компетентності майбутніх учителів початкової школи. Запропонована модель формування математичної компетентності майбутніх учителів початкової школи та виокремленні педагогічні умови (підвищення мотивації у формуванні математичної компетентності шляхом урізноманітнення методів та засобів навчання математики; використання прийомів ефективного застосування набутих математичних знань та вмінь; активізація творчої діяльності майбутніх учителів початкової школи у процесі навчання математики; формування готовності застосовувати сучасні інформаційні технології з метою розвитку математичної компетентності).

В диссертации отражено проблему формирования математической компетентности у будущих учителей начальной школы. Разработана, теоретически обоснована и экспериментально проверена авторская методика реализации педагогических условий формирования математической компетентности будущих учителей начальной школы. Определены и теоретически обоснованы критерии, показатели и уровни сформированности математической компетентности будущих учителей начальной школы. Предложена модель формирования математической компетентности будущих учителей начальной школы и выделены педагогические условия (повышение мотивации в формировании математической компетентности путем разнообразия методов и средств обучения математике; использование приемов эффективного применения приобретенных математических знаний и умений; активизация творческой деятельности будущих учителей начальной школы в процессе обучения математике; формирование готовности применять современные информационные технологии с целью развития математической компетентности).

The research determines the mathematical competence of future elementary school teachers as a dynamic combination of their mathematical knowledge, skills, ways of thinking formed in the process of teaching mathematics, views, values and other personal qualities of the future primary school teachers, which determines their ability to successfully fulfill themselves as individuals and teachers capable of effective teaching of mathematics to students. The thesis defines the following criteria and indicators of the development level of mathematical competence in future elementary school teachers: cognitive (ability to deploy mathematical concepts correctly; ability to use verbal and non-verbal means of communicating mathematical information; ability to present mathematical data in oral and written forms, graphically or symbolically, ability to analyze data and to draw correct and substantiated conclusions); activity-based (willingness and ability of future teachers to solve mathematical problems correctly; ability to solve typical and non-typical tasks by mathematical means; ability to systematize and generalize mathematical information; ability to have full command of mathematical tools); value-based (interest in mathematical knowledge, readiness to critically evaluate personal mathematical activity, ability to put forward hypotheses, independently substantiate mathematical statements, aspiration for mathematical self-development). The thesis defines, substantiates and verifies experimentally the development levels of mathematical competence in future elementary school teachers as: low, sufficient, high, creative. The paper defines the educational conditions for the development of mathematical competence in future elementary school teachers as follows: increasing motivation in the development of mathematical competence through the diversification of methods and means of teaching mathematics; using techniques of effective deployment of acquired mathematical knowledge and skills; enhancing creative activity of future elementary school teachers in the process of teaching mathematics; developing readiness to use modern information technologies aimed at the development of mathematical competence. The paper proves that the specified educational conditions provide a positive dynamics of developing indicators of mathematical competence in future primary school teachers according to all criteria. The thesis substantiates the following aspects in the technology of developing mathematical competence in future elementary school teachers: enhancing professional orientation and motivation to obtain mathematical knowledge through research activities; creating conditions for quality performance of individual assignments by students in mathematics; developing ability to use mathematical methods and modern information technologies in educational process; developing ability to find up-to-date information on mathematics, interesting assignments, figure models, ability to systematize and generalize mathematical information; using special tools and techniques for the development of thinking in students by mathematical means; developing the need and ability in students to self-study on mathematical subjects and further development of mathematical competence. The thesis establishes basic guidelines in increasing creative activity of future elementary school teachers in the process of teaching mathematics: considering various methods of solving mathematical problems; systematic training in solving logical problems; developing and completing creative projects in mathematics; using a rigorous set of techniques in teaching mathematics that stimulate creative activities of future teachers. The author has developed and introduced in educational process the manual "Self-education of an elementary school mathematics teacher as a component of developing mathematical competence", in which we indicate the main stages of the teachers’ activities and useful references to well-known websites for learning various work methods in the process of teaching mathematics and the ability to select the information that is necessary for them. In particular, we prepared a monograph co-authored by the doctor of pedagogical sciences, professor O. I. Matiash: "Mathematics in creativity. Creativity in mathematics", the main purpose of which is to spark a light of enthusiasm towards mathematics in a teacher; to focus the attention of the teacher who trains students in mathematics on the motivational aspects of teaching, on the powerful possibilities of the process of teaching mathematics for the building and developing of creative qualities in students. The paper pays particular attention to the special course in mathematics, the curriculum of which is designed to improve the conditions for the development of mathematical competence of future teachers in colleges of education. The theoretical value of the research is that it has specified the content of the concept "mathematical competence of the future elementary school teacher"; we have conducted a scientific analysis of the influence of particular methods, techniques and means of teaching mathematics in colleges of education on the effectiveness of the process of developing mathematical competence in students majoring in the specialty 013 "Primary education"; we have carried out the analysis of educational mechanisms for facilitating the process of developing mathematical competence of future teachers in teacher training colleges. The practical value of the research is in the clarification and improvement of the methodological tools for developing mathematical competence of future primary school teachers; in the development of integrated teaching manuals to assist teachers of educational colleges in the development of students' mathematical competence; in the preparation of methodological guidelines in creating educational environment for the development of mathematical competence in future elementary school teachers; in the development of diagnostic methods to determine the level of mathematical competence in future elementary school teachers; in the preparation of a set of educational recommendations on the development of self-education plans in mathematics for the students of educational colleges and primary school teachers.