Interactive Mathematical Training as a Tool for Developing Management Competencies in Pre-Service Teachers

Source abstract

The modern Russian education system focuses on interactive teaching methods that promote deep knowledge acquisition and practical skills. Pre-service teachers must master managerial competencies such as planning, organizing, monitoring, and decision-making. These skills are key to successfully adapting to educational changes and challenges, including classroom communication and innovative technologies. Mathematical disciplines develop the analytical thinking, logic, and data processing skills necessary for solving management problems. However, pre-service teachers of non-mathematical profiles are offered a very limited range of mathematical courses, which creates gaps in these skills. Consequently, integrating interactive mathematical training should be a priority area for fostering managerial competence in the education system. This article evaluates the effectiveness of interactive mathematical training in developing management skills among pre-service teachers of non-mathematical profiles. A combination of standard research methods, including literature reviews, questionnaires, interviews, and statistical analysis, allowed for a clear definition of interactive mathematical training. These training sessions account for both the specifics of teacher education and the integration of mathematical methods such as optimization, data analysis, and modeling. Empirical data analysis highlighted the key aspects of managerial competence development across cognitive, communicative, and organizational dimensions. The experiment demonstrates the effectiveness of interactive mathematical training in enhancing managerial competence while also revealing the challenges students faced during its implementation.