Methodological potential of the history of mathematical concepts in the professional training of future mathematics teachers
https://doi.org/10.31652/3041-2277-2026-5-135-145
Published 2026-07-29
Keywords
- history of mathematics,
- historical and mathematical material,
- future mathematics teacher,
- mathematical concepts,
- methodological competence
- methodology of mathematics,
- professional training ...More
Copyright (c) 2026 Світлана Яценко
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Abstract
The purpose of the article is to substantiate the methodological potential of the history of mathematical concepts in the professional training of future mathematics teachers and to determine the main directions of using the history of the genesis of mathematical concepts for the development of methodological competence of master's students majoring in A4 Secondary Education.
The research methodology is based on the use of general scientific methods, including analysis, synthesis, generalization, systematization, and comparison of scientific sources, as well as the historical-logical approach, which makes it possible to reveal the peculiarities of the emergence, formation, and development of mathematical concepts and to determine their role in the professional training of future mathematics teachers.
The scientific novelty lies in identifying and characterizing the worldview, epistemological, methodological, heuristic, cultural, and professionally oriented functions of the history of mathematical concepts. It also consists in substantiating the expediency of purposeful use of the history of the genesis of mathematical concepts as a means of developing the methodological competence of future mathematics teachers while studying the course History and Methodology of Mathematics.
It has been established that the history of mathematical concepts possesses significant methodological potential and contributes to the formation of a scientific worldview, methodological culture, creative thinking style, and professional identity of future mathematics teachers. The study demonstrates that the analysis of the genesis of fundamental mathematical concepts makes it possible to reveal the regularities of the development of mathematical knowledge, promotes understanding of the relationship between the historical and logical aspects of mathematics, and enhances future teachers’ readiness for the conscious use of historical and mathematical material in their professional activities. Prospects for further research are associated with the development of methods for applying the history of mathematical concepts and assessing its influence on the formation of methodological competence of future mathematics teachers.
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