CONCEPTUAL FOUNDATIONS OF USING PROBLEM-ORIENTED SITUATIONS IN THE PROFESSIONAL TRAINING OF MATHEMATICS TEACHERS
DOI:
https://doi.org/10.31110/fmo2026.v41i3-07Keywords:
professional training of mathematics teachers, problem-based learning, problem-oriented situations, innovative educational technologies, designing the educational environmentAbstract
The article defines the conceptual foundations of using problem-oriented situations as an innovative technology in the professional training of mathematics teachers, outlines the authors’ methodology for designing such situations in teaching mathematical disciplines and methods of teaching mathematics, and provides examples from the authors’ generalized pedagogical experience.
Formulation of the problem. Problem-oriented learning (POL) contributes to the development of subject-specific and methodological competence in future mathematics teachers. However, existing studies focus primarily on individual problem-based tasks rather than on a systematic methodology for designing problem-oriented situations. Thus, the issue of how to prepare future teachers not only to solve such situations but also to design them independently remains unresolved. The authors’ methodology addresses this gap by proposing a typology of problem-oriented situations and a step-by-step implementation algorithm that progresses from students’ subjective experiences of mathematical problems within mathematical disciplines to reflective design in the course on methods of teaching mathematics.
Materials and methods. The methodological basis of the research is formed by systemic and activity-based approaches to the professional training of mathematics teachers. The methods of analysis, synthesis, systematization, comparison, and generalization of the authors' own pedagogical experience in implementing educational innovations were used.
Results. The conceptual foundations for implementing problem-based learning (PBL) as an innovative technology have been defined. The author’s methodology for constructing problem-based situations (“algorithmic impossibility,” “time constraints,” “methodological irrationality,” etc.) that stimulate students’ independent exploration is presented. The article outlines the specific features of implementing problem-oriented learning in the teaching of mathematical disciplines and mathematics pedagogy, and proposes a phased approach: from the subjective resolution of problem-oriented situations to mastering the methods of designing them in a course on teaching methodology.
Conclusions. The implementation of the authors’ methodology into the professional training of mathematics teachers will facilitate students' transition from passive listeners to active researchers and developers of educational content, enriching their individual methodological toolkit with innovative teaching tools.
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