Formation of research skills of future primary school teachers in the process of teaching mathematics

Abstract

One of the priority tasks of pedagogical education is wide comprehensive training of students, based on the concept of personally oriented education and involves the formation of a holistic system of universal knowledge, skills, as well as experience of independent activities, the basic competencies that determine the quality of education of a modern university student. The purpose of the article is to highlight the problem of formation of research skills of university students, as well as the role of inquiry-based learning approach in solving this problem. The research was based on scientific works of domestic and foreign scientists who studied the formation and development of research skills of students in the learning process. Methods. The author implements the purpose with the help of theoretical and empirical research methods (analysis and generalization of own pedagogical experience and pedagogical experience of domestic and foreign scientists).
 The results. The article considers and generalizes the views of scientists on the classification and essence of research skills, analyses the role of the inquiry-based learning approach in the formation of studentsʼ research skills in the process of teaching mathematics. The article suggests the effective method on forming the studentsʼ research skills based on the student-centered approach in the process of teaching mathematics (Inquiry-Based Mathematics Education). The special educational material (pedagogical cases) based on IBME was developed. The benefit of the study is that the material was tested during the teaching of mathematics to first-year students of specialty «Primary Education» of the Pedagogical Institute of Borys Grinchenko Kyiv University (the research, the results of which are presented in the article, was conducted within the project «Partnership for teaching and learning of mathematics at the university» (PLATINUM) of the EU program Erasmus + KA203 – Strategic Partnership for Higher Education, 2018-1-NO01-KA203-038887); the data show the increase of studentsʼ interest in educational and research work, and the level of their motivation to study mathematics.
 Conclusions. As a result the author makes a conclusion that the teaching mathematics with the use of Inquiry-Based Mathematics Education ensures the growth of interest of students in educational and research activity, formation and development of research skills; increases the efficiency of independent work, general motivation for the study of mathematics.