PEDAGOGICAL CONDITIONS FOR TEACHING DIFFERENTIAL AND INTEGRAL CALCULUS TO MATHEMATICS STUDENTS

Source abstract

L.N. Gumilyov Eurasian National University, Astana c., Kazakhstan Annotation. This study focuses on the development of methodological competence in students majoring in mathematics through the teaching of differential and integral calculus. The relevance of the research lies in the insufficient integration of pedagogical and methodological training in university-level mathematics education. The purpose of the study is to design and justify a model for methodological training and to identify pedagogical conditions that enhance its effectiveness. The research methods include literature analysis, observation, surveys, pedagogical experiments, and statistical analysis. The implementation of the proposed model demonstrated positive results in improving students’ methodological thinking, preparing them for future professional activities in the educational field. The results of the control work and the test give approximately the same percentage distribution of students by the levels of formation of the content-procedural component of the subject competence of the future mathematics teacher. The conducted research does not exhaust the whole variety of the problem of the formation of methodological readiness of a future mathematics teacher in the process of studying at a university.