FORMATION OF A COMPONENT OF PROFESSIONAL COMPETENCE OF FUTURE MATHEMATICS TEACHERS AIMED AT DEVELOPING STUDENTS’ ABILITY TO OVERCOME MATH ANXIETY AND LEARNING BARRIERS

Abstract

Purpose. The article is devoted to the theoretical substantiation and experimental verification of the methodological system for the formation of a component of professional competence in future mathematics teachers, which is aimed at developing the ability of schoolchildren to overcome mathematical anxiety and learning barriers. The purpose of the study is to determine the pedagogical conditions, structure, content and technological aspects that ensure the preparation of teachers to support students in overcoming psychological difficulties in learning mathematics. Methods. To achieve the goal, a complex of theoretical and empirical methods was used: analysis of scientific sources, modeling of a structural-functional model, development of a methodological system, organization of a formative pedagogical experiment involving bachelors and masters, as well as statistical processing of the results using non-parametric criteria of agreement. Results. As a result of the study, the components of the professional competence component (motivationalvalue, content, process-activity, communicative, reflective) were identified, and the pedagogical conditions that contribute to its formation were characterized. The dynamics of the development of the levels of formation of the specified competence were experimentally proven, the increase in students' readiness to identify personal characteristics of schoolchildren and modeling the process of overcoming educational barriers and anxiety was diagnosed. The importance of emotional-volitional regulation as a factor in the successful prevention of mathematical anxiety was confirmed. Conclusions. The proposed methodological system contributes to the training of specialists who are able to purposefully plan, organize and implement the educational process taking into account the psychological needs of schoolchildren. The implementation of pedagogical conditions and a structural-functional model allows future mathematics teachers to effectively work with the emotional-volitional aspects of students, forming a positive attitude towards teaching mathematics and overcoming barriers to its mastery.