Оn the implementation of a transdisciplinary approach in preparing future mathematics teachers

Abstract

Introduction. The disparate study of certain areas and branches of knowledge, characteristic of the disciplinary approach, has largely lost its position, recognising the inevitability of interdisciplinary cooperation. At present, interdisciplinarity is already being comprehended at a new level, creating the prerequisites for the introduction of a transdisciplinary approach to solving complex problems, including in the educational sphere.Aim. The current research aims to present the transdisciplinary teaching means, which are relevant in the process of training future teachers of mathematics, and which are identified on the basis of an analysis of the content of education.Methodology and research methods. General scientific and empirical methods were used to develop the ideological basis of the study. The aforementioned methods allowed the authors to draw up a complete picture of the problem under study, to identify its patterns and trends, to understand the essence. The search and selection of mathematics subject content with transdisciplinary properties was based on a systematic and interdisciplinary approach. At the stage of testing the research hypothesis, the competency-based approach was decisive, and tactical tasks were solved by referring to the activity approach. In addition, the main provisions of the concepts of humanisation and humanitarisation of education, as well as the principles of fundamentalisation of mathematical education, were taken into account.Results and theoretical significance. The expediency of using inequalities and convex functions in the training of future mathematics teachers in the context of a transdisciplinary approach is substantiated. A phased description of the work carried out allows us to trace the methods of reflecting the modern scientific content of the relevant topics, conditions, means and expected results of pedagogical interaction. The theory and methods of teaching mathematics at the university are enriched with a qualitatively new vision of the educational potential of the concepts of inequality and a convex function.Practical significance. The introduction of inequalities and convex functions in the process of future mathematics teachers training at Vyatka State University made it possible to demonstrate the possibilities of a transdisciplinary approach in the development of students’ worldview and the formation of professionally significant students’ competencies. The presented means of implementing the transdisciplinary approach can also be comprehended in teaching students of other areas of training.