DEVELOPMENT OF SOCIAL SKILLS OF FUTURE MATHEMATICS TEACHERS IN THE PROCESS OF STUDYING MATHEMATICS-RELATED COURSES

Achkan V. V. Ternopil Volodymyr Hnatiuk National Pedagogical University https://orcid.org/0000-0001-8669-6202
Kudinov M. V. Berdyansk State Pedagogical University https://orcid.org/0009-0005-5929-1951
Khokhlova L. G. Berdyansk State Pedagogical University https://orcid.org/0000-0002-9818-1051

Keywords: soft skills, mathematical disciplines, interactive methods, algebra, mathematical analysis

Abstract

DOI: https://doi.org/10.26565/2074-8922-2026-86-06

Abstract. This article examines the pressing issue of developing social skills among future mathematics teachers.

The purpose of the article is to provide a theoretical rationale and to develop a model for fostering soft skills in future mathematics teachers during the instruction of mathematics-related subjects.

Methods. Theoretical (analysis, synthesis, induction, deduction, abstraction, systematization, generalization, modeling) and empirical (surveys, testing, expert assessment, purposeful observation, interviews) research methods were used.

Results. The model proposes three interrelated components: content, process, and assessment. The content component involves the selection and structuring of instructional material in mathematics-related disciplines (mathematical analysis, algebra, geometry, probability theory, and mathematics teaching methods), taking into account opportunities for the development of social skills. The procedural component encompasses a system of methods, forms, and pedagogical technologies aimed at stimulating social interaction among students in the process of mastering mathematical disciplines. The main pedagogical technologies include: collaborative learning, peer instruction, problem-based and inquiry-based learning with a social component, the case method with a pedagogical focus, and reflective learning. A typology of tasks that integrate mathematical content and a social-communicative component is proposed: tasks for collective problem-solving. Complex mathematical problems requiring the synthesis of knowledge from various sections and collective “brainstorming”; tasks for mutual explanation; tasks for error analysis; project-based tasks; tasks for developing empathy. The main forms of work within the developed model include: classroom activities (lectures-discussions with active student participation; practical sessions with mandatory group work) and out-of-class activities (group projects; peer review of student work according to a structured framework; participation in a mathematics club for students).

Conclusions. The developed model has the potential to transform the practice of training future mathematics teachers, ensuring a harmonious combination of the subject-specific and socio-communicative components of professional competence. The results of the planned experiment, including quantitative and qualitative data, will be presented in subsequent publications.

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