MATHEMATICAL ANALYSIS AND ITS ROLE IN THE TRAINING OF FUTURE TEACHERS
V.A. Belyanin1, E.R. Mansurova2, I.A. Fominyh3, I.N. Sergeeva4, N.L. Kurileva5.
1Prof. Dr., Mari State University, Russia, firstname.lastname@example.org
2Assist. Prof. Dr., Mari State University, Russia, email@example.com
3Assist. Prof. Dr., Mari State University, Russia, firstname.lastname@example.org
4Senior lecture, Mari State University, Russia, email@example.comAssist. Prof. Dr., Mari State University, Russia, firstname.lastname@example.org
The study is dedicated to the identification and justification of the role (value and place) of mathematical analysis in the training of future teachers. In connection with the emerging tendency to reduce the number of hours spent on studying mathematics at school, introducing into the school curriculum the elements of discrete mathematics, in particular combinatorics, the fundamentals of probability theory, elements of statistics and appeals to exclude from school education elements of mathematical analysis, as well as geometry as an independent discipline (Ryzhik, 2014) raises the question of justifying the need to study the elements of analysis in school education, enhancing the role of mathematical analysis in teacher education, and also the resolution of contradictions between the fundamental principles of education: accessibility and rigor (scientific) of education.
In view of the decrease in the level of mathematical training of applicants (Toktarova, Fedorovova, 2017), there is also the question of increasing the level of motivation to study mathematics at school and university (Senashenko, 2017).
The study examines the continuity of teaching mathematics in school and university, the practical significance of studying analysis, and the readiness to apply it both in practice and when studying specialized disciplines (Aslanov, Li, Matrosov, 2013).
The future teacher should be well versed in the curriculum for discipline in school, know the standards of school education. The study analyzes standards and content on the analysis in school textbooks of the basic and specialized levels, including those recommended by the Ministry of Education of the Russian Federation. Special attention is paid to the study of practice-oriented analysis tasks at school and university. The study suggests possible ways to resolve these negative tendencies, improve the quality of training future teachers of mathematics and the role of analysis in this process.
Keywords: Mathematical analysis, school, university, standards, teacher education.
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