CONSIDERATION OF INDIVIDUAL-STYLE CHARACTERISTICS IN THE PROCESS OF PROFESSIONAL TRAINING OF MATHEMATICIANS

Abstract

Growing requirements for modern mathematical education and the need to improve its quality predetermine the search for and application of effective educational technologies and practices that take into account the individual-style characteristics of students. A direct relationship has been established between the learning style and the difficulties that applicants face in the learning process. The purpose of the article is to substantiate the need to take into account individual learning styles in the process of professional training of future mathematicians. Research methods: analysis of scientific literature, systematization (to clarify the key concepts of the study), questioning (to determine the individual style characteristics of students), generalization (in order to form author's conclusions). The essence of the concept of «individual learning style» has been clarified as a set of stable cognitive and behavioral factors that determine the characteristics of the student's perception of educational material and reactions to various educational situations. Some models of individual learning styles are analyzed (Kolb (provides four main style types of personality behavior (diverges, assimilators, converges, accommodators)), Honey and Mumrford (doers, thinkers, theorists, pragmatists), Felder, Silverman (contains four dimensions and corresponding style features («Information perception» – sensitive, intuitive, «Information acquisition» – visual, verbal, «Information processing» – active, reflective, «Information understanding» – consistent, global) and their features are defined. The results of an empirical study of the individual style characteristics of students, future mathematicians (according to the «Learning Style Index», Felder, Soloman) are presented. The necessity of taking into account individual learning styles in the planning and implementation of the educational process is substantiated. In particular, when choosing the most optimal forms, methods, teaching technologies, diagnostic tools, adapting the ways of presenting educational material through its visualization, planning a flexible structure of classes, presenting the material gradually, consistently and based on the individual difference in learning styles of applicants. Knowledge of the prevailing learning styles determines pedagogical self-regulation and ensures the effectiveness of the professional training of future specialists, future mathematicians.