Formation of ICT competencies of a future mathematics teacher when teaching stochastics in the context of digital transformation of education

Abstract

The inclusion of the author’s course of studying the functionality of the “Electronic Perm Educational System” (EPES) in the university training of a pedagogical sphere specialist contributes to the development of the ability to work in a digital environment in basic and additional education. The teaching of this course is focused on the use of technologies related to the implementation of educational engineering, which has now gone beyond the scope of technical specialties and has spread to the field of training specialists in the field of pedagogical design, design of educational programs and trajectories. Particular attention in this course is paid to the formation of ICT competencies of future teachers in the development of digital products in the process of studying specialized disciplines and elective courses, in particular, such as “Probability theory and mathematical statistics”, “Electronic Perm Educational System”, implemented on the basis of competence oriented, design and engineering approaches. The possibility of accumulation of these approaches in the work of student design workshops in the EPES Library cluster is demonstrated. As a result of the activities of such workshops, a digital educational product (DEP) is supposed to be needed in real learning practice and has prospects for further use by the student already in the role of a teacher after graduation: a lesson script, an electronic test or other educational content. Special tasks for students are characterized, aimed at developing and diagnosing the ICT competence of future mathematics teachers at the Perm Pedagogical University. Usually, the solving of the task includes the following stages: development of annotations, creation of a passport and subject content of the DEP, organization of approbation, presentation, defense and publication of the developed materials in EPES. The description of diagnostics of ICT competence of a future mathematics teacher in three of its components is given: general user, general pedagogical and subject-pedagogical.