Mathematics Teacher’s Methodical Competence Development in the Conditions of the University and School Partnership

Abstract

The leading idea of our study is that in the conditions of purposeful cooperation between a pedagogical university and a school, the system of methodical competence development of mathematics teachers can be more effective. In the process of research and experimental work, we tested several scientific, practical, and methodological activities with the active involvement of mathematics teachers. The main goal is to find effective ways to establish and expand university-school and teacher-professor cooperation to create an environment based on the university for the mathematics school teachers’ methodological development. We emphasize that each form of cooperation involves friendliness and a positive attitude, mutual understanding, responsibility, equality of all participants, shared interests and aspirations, discussion, communication, and mutual learning, which focuses on professional dialogue.