Formation of stereometric culture of future mathematics teachers

Abstract

The article explains the relevance of the problem of forming the stereometric culture of future mathematics teachers and considers some ways to address it. Modern requirements for teaching stereometry in schools arise from new perspectives on the goals and conditions of personality development in the digital society. One of the pressing contemporary issues is the formation of future mathematics teachers' ability to effectively teach stereometry and to utilize the specific features of this course to develop students’ thinking and mathematical competence.

The article highlights the insufficient number of publications on the methodological preparation of future mathematics teachers to teach geometry, particularly stereometry. The competence-based approach to teacher training — focused on developing geometric-methodical literacy, pedagogical convictions, and methodological experience — necessitates the activation of students' educational and cognitive activities and the encouragement of their full potential in teaching practice. There is a clear need to expand the conditions for developing the geometric culture of future mathematics teachers. Among such conditions, we consider the inclusion of special mandatory and elective courses aimed at developing a high level of skill in solving stereometric problems of any level of complexity. The paper presents the experience of teaching additional courses to students: Practicum on Solving Stereometric Problems and Theory and Methods of Teaching Stereometry in Academic Lyceums.