PECULIARITIES OF INNOVATIVE TEACHING INSTRUMENTS APPLICATION DURING PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS

Abstract

Peculiarities of innovative teaching instruments application during the professional training of future mathematics teachers of secondary education institutions are considered in the article. The authors assume that an education of a student of a higher educational institution is significantly different from their education at an educational institution of a lower level by the fact that during a very short period of time it is necessary to master effectively a very large amount of information, gain a lot of corresponding skills. The fact is determinant for choosing appropriate innovative teaching instruments and specific forms of their implementation in institutions of  higher education in general and in institutions of higher pedagogical education in particular. Vocational subjects for future teachers of mathematics can be divided into three groups: pedagogy and psychology, courses of mathematics in institutions of secondary education and methods of their teaching, mathematical disciplines of higher mathematical education. Only the training courses of the last two groups are considered. The general characteristic of their current state is given. The comparative analysis of the modern methodological concept of training courses packages formation in higher mathematics for future mathematics teachers of institutions of secondary education and the corresponding methodological concept of the 70-80s of the last century was represented. The necessity of thorough systematic work of every teacher of higher mathematics on the formation of the students' perception  of the necessity of a precise substantiation of all statements to be proved is highlighted, that is, on the perception of the necessity of full argumentation in all cases, on the formation of appropriate skills. Fundamentally important directions for such a work are outlined. Problem-oriented training is defined to be the most appropriate innovative technology for the third-level educational disciplines, based on own experience, examples of such training methods for different types of training sessions and control measures are provided. The authors’ understanding of practice-oriented training is formulated. Changing of fundamental nature in curriculum of future teachers of mathematics are proposed after careful argumentation. According to the authors’ point of view such changes can ensure the sufficient level of practice-oriented training. Directions of further research are outlined.