Methods of preparing future mathematics teachers to work in a digital educational environment

Abstract

The abstract presents the results of a study aimed at the theoretical justification, development, and experimental verification of a comprehensive methodology for preparing future mathematics teachers to work in a digital educational environment, taking into account the deficit in the formation of digital pedagogical competence amid the widespread implementation of EdTech in schools. The goal was to form an integrated system of competencies through the integration of theoretical and methodological, instrumental and technological, and project-activity modules into the structure of subject-methodical training. Materials and methods included a quasi-experiment conducted at several pedagogical universities (2021-2023) involving 412 undergraduate students randomly assigned to an experimental group (n=206) and a control group (n=206); entry and final diagnostics of three components of digital competence (cognitive, operational-technological, project- activity), expert evaluation of the created digital educational resources, and statistical data processing (calculation of means, SD, Student's t-test, p0.05) were used. In the experimental group, training was based on solving subject-methodical tasks using GeoGebra, Desmos, LearningApps, and elements of computer algebra combined with designing full-fledged digital lessons (technological maps, interactive elements, assessment criteria). The results showed initial homogeneity and a low level of the project-activity component in both groups, and upon completion - a significant increase in tool proficiency (reaching a high level in key programs), a statistically significant advantage in parameters of «methodological expediency» and «interactivity» of the developed resources, and a substantial shift in the integral readiness indicator: the proportion of the high level reached 69,42% in the experimental group versus 11,65% in the control group, with the low level decreasing to 2,43% in the experimental group and remaining at 41,26% in the control group. The discussion confirms that a system-activity design with a project core ensures the transfer of technological skills to pedagogical design and overcomes the «instrumental» fragmentation of training; the practical significance lies in the possibility of scaling the methodology into teacher training curricula and professional development programs. Limitations concern self-reported metrics and the need for longitudinal tracking of the effect in school practice.