Methodological features of the organization of professional training in mathematics in institutions of general secondary education

Keywords: specialized training, organization of training, methodical features, institution of general secondary education, mathematics lesson


Today, one of the most pressing socio-pedagogical problems is the preparation of senior schoolchildren for life and professional self-determination. At the same time, specialized training is of particular importance for high school students. One of the main subjects of specialized training is mathematics. The selection of optimal methods of its teaching is of particular importance in the study of mathematics at the profile level, since each of the profiles provided for in the profile education has its own substantive features. The problem is that the majority of educational institutions do not take into account the nuances of students’ learning of various profiles of mathematical material. The purpose of the article is to characterize methodological features in the organization of specialized training in mathematics in institutions of general secondary education.

Materials and methods. Among the research methods used, the following were decisive: analysis and generalization of scientific and methodical sources for the theoretical justification of the highlighted problem, modeling, synthesis of the obtained data.

Results of the research. Characterization of methodological features in the organization of specialized mathematics education in general secondary education institutions involves highlighting the following main points of the organization of mathematics education in classes of various profiles:

  • teaching mathematics in classes with in-depth study of individual subjects should be based on a system-activity approach and meet the requirements of state educational standards;
  • for students of the humanitarian profile when studying mathematics, visualization is of great importance, according to which it is necessary to use visual and graphic representations in lessons , as well as reference signals and various historical materials that allow students to be interested in mathematics. In addition, it is permissible for students of humanitarian profiles to use auxiliary materials when studying complex topics, since memorizing these materials by heart has no practical value for them, but is only an unnecessary waste of time. The main task of the teacher when compiling the content of the program for the humanitarian profile is to reduce unnecessary information for the students of this profile and free up time for a more thorough study of the information they But this reduction must be reasonable;
  • in the classes of socio-economic and natural profiles, on the contrary, it is necessary to expand the curriculum by including a practical part on percentage calculations, progression, analysis of functions and elements of combinatorics. For these classes, a practical understanding of the importance of educational material is of great importance, which also involves project activities and the use of computer technologies in the study of mathematics. It is necessary to form an understanding of the universality of mathematical methods among students of the socio-economic profile, and the use of modeling among students of the natural profile, since this makes it possible to apply mathematical methods in the process of studying chemistry, physics, ;
  • for technological profiles, the use of modeling is especially important, as it helps not only to study individual sections of mathematics, but also provides an opportunity to develop a creative beginning in the personality of The teaching of mathematics in classes of a technological profile must also be accompanied by the organization of project and research activities of students, since these projects, among other things, will allow students to have an idea of computer programs that are used in modern practice.

In general, the content of work programs in mathematics at each level of primary school is based on the standard curriculum and the textbook corresponding to it. The content of this curriculum varies depending on the profile of the class. These changes relate to the amount of hours devoted to the study of one or another topic of the main sections of mathematics, which is manifested, in its turn, in providing students with a smaller or, on the contrary, a larger amount of information. According to the standards, mathematics is studied in classes of the humanitarian profile, in which a standard number of hours are allocated to this subject, and the subject is studied at a superficial level in order to meet the minimum requirements of the educational standard. In the classes of socio-economic and natural sciences, the curriculum is expanded: the number of hours increases and, accordingly, the content of the studied topics expands, which allows students to get the information they need according to their profile. Even more hours are devoted to the study of mathematics in classes of a technological profile, which involves obtaining knowledge of the specified educational subject at an even higher level. At the same time, the teaching of mathematics in classes of humanitarian and technological profiles is aimed at obtaining subject results directly related to mathematical knowledge and skills, while in classes of socio-economic and natural profiles these results are primarily related to the ability to work with information. It should be emphasized that the content of the textbook for classes of different profiles does not change and the expansion of the information received by students is achieved by including additional didactic materials. Conclusions. On the basis of the specified features and gaps in the educational programs, methodological recommendations were made for teaching mathematics in the classes of the humanitarian profile, socio-economic and natural profiles, and technological profiles. 


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How to Cite
Zhernovnykova, O., Nelin, E., Shtonda, O., & Prostakova, Y. (2022). Methodological features of the organization of professional training in mathematics in institutions of general secondary education. Scientific Notes of the Pedagogical Department, (51), 21-29.