Formation of Readiness of Future Mathematics Teachers to Teach Mathematical Logic and Theory of Algorithms

Abstract

The paper is dedicated to the issue of finding ways to increase the efficiency of teaching mathematical logic and the theory of algorithms in pedagogical higher education institutions through the formation of future teachers' professional readiness for teaching the specified type of activity. The purpose of the study was scientific justification and experimental verification of the technology of training students of pedagogical institutions of higher education to study mathematical logic and the theory of algorithms. Methods. During research, a complex of general scientific and special methods aimed at achieving the purpose (theoretical (analytical, retrospective); empirical (diagnostic, observational, praxemetric); pedagogical experiment; statistical processing of empirical data) were used. The results. In the paper the purpose and content of training students of pedagogical higher education to study mathematical logic and the theory of algorithms have been defined, that involves the acquisition by students of higher education of knowledge of the basics of science, the formation of special abilities and skills of using its methods, the acquisition of experience of creative activity, the formation of emotional and valuable experience attitude to activity. The structure of the future mathematics teacher's readiness for professional activity has characterized, which is formed by motivational-axiological, content-activity, professional-personal components. It has been proven that each of the structural components of readiness has its own peculiarities in the learning process and requires the development of their scientific and technological support in order to form the readiness of future teachers of mathematics to learn mathematical logic and the theory of algorithms. The paper highlights the issue of developing scientific and technological support for appropriate training; the influence of the implementation of the proposed technological support on the level of students’ readiness to learning mathematical logic and the theory of algorithms has been revealed. Conclusions. Readiness as an integral criterion of quality assessing of the activity of a future teacher of mathematics to mathematical logic and the theory of algorithms involves the formation of positive motives, significant for the implementation of this type of activity, personal qualities, possession of the means to achieve the goal. The performed research does not cover the issue; it may be promising to further study the issues of differentiating the training of higher education students for the specified type of activity.