Methodical System of Teaching Informatics to Pre-Service Mathematics

Teachers

Nadiia S. Ponomareva

Kharkiv University of Technology “STEP”, 9/11 Malomyasnytska Str, Kharkiv, 61000, Ukraine

Keywords:

Pre-Service Mathematics Teachers, Informatics, Computer-Oriented Methodical System of Teaching,

Informatics Competences, Model of Computer-Oriented Methodical System of Teaching Informatics to

Pre-Service Mathematics Teachers.

Abstract:

The article is devoted to the problem of development and implementation of computer-oriented methodical

system of teaching informatics to pre-service mathematics teachers. Based on the analysis of scientiﬁc litera-

ture, the role and place of informatics in the competence-oriented training of pre-service mathematics teachers

are revealed; the structure, content, indicators and levels of informatics competencies formation of pre-service

mathematics teachers are clariﬁed and characterized; the model of computer-oriented methodical system of

teaching informatics to pre-service mathematics teachers has been developed. Theoretically grounded and de-

veloped the computer-oriented methodical system of teaching informatics to pre-service mathematics teachers,

consisting of the target (formation of informatics competencies of pre-service mathematics teachers), design

(design the system of informatics competencies and methodical system of teaching), technological (creation

of a computer-oriented learning environment for informatics courses) and result blocks; its experimental veri-

ﬁcation was carried out and conﬁrmed on the basis of the developed criteria and indicators.

1 INTRODUCTION

The Law of Ukraine “About the Basic principles of

development of information society in Ukraine for

2007-2015” deﬁnes the creation of an education sys-

tem focused on the use of the latest digital technolo-

gies in the formation of a comprehensively devel-

oped personality as the main strategic goal of the

development of the information society in Ukraine

(Verkhovna Rada of Ukraine, 2007). To achieve this

goal, the “Strategy for the Development of the Infor-

mation Society in Ukraine” (Cabinet of Ministers of

Ukraine, 2013) deﬁnes a number of priority areas of

state policy, the implementation of which will ensure

the improvement of the educational process, accessi-

bility and effectiveness of education. Leading among

them are: formation and development of the informa-

tional educational environment in the system of gen-

eral secondary and higher education; implementation

of an information system for supporting the educa-

tional process; development of the distance learning

system and ensuring, based on it, the effective imple-

mentation and use of digital technologies at all edu-

https://orcid.org/0000-0001-9840-7287

cational levels of all forms of education (Cabinet of

Ministers of Ukraine, 2013).

According to the “Concept of the Development

of the Digital Economy and Society of Ukraine for

2018-2020”, the main directions of digitalization of

education are the development and implementation

of innovative computer-oriented learning tools to cre-

ate a digital learning environment and the develop-

ment of a distance form of education using cognitive

and multimedia technologies (Cabinet of Ministers of

Ukraine, 2018). The main driver of the digitization of

education is a competent teacher, whose training must

meet social demands, take into account world trends

and recommendations of inﬂuential international or-

ganizations. Among the factors of the imbalance be-

tween the public demand for highly qualiﬁed peda-

gogical workers, the prospects for the development of

society, global technological changes and the existing

system of pedagogical education, as well as the level

of readiness / ability of modern teachers to implement

educational reforms in Ukraine, the leading ones are

the outdated content, structure, standards and meth-

ods of teaching in system of pedagogical education,

as well as the inconsistency of key professional com-

petencies of graduates of pedagogical education insti-

794

Ponomareva, N.

Methodical System of Teaching Informatics to Pre-Service Mathematics Teachers.

DOI: 10.5220/0012067900003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 794-803

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

tutions with the challenges of the digital society.

The action plan for improving the quality of phys-

ical and mathematical education involves: bringing

the content of physical and mathematical education in

line with the modern development of science and the

needs of society; digitization of mathematics educa-

tion by including laboratory workshops with a com-

puter mathematics system, calculation visualization

tools in mathematical disciplines; training of teachers

to develop in students the ability to interpret quan-

titative data presented in tables, charts and graphs,

teaching students to independently obtain the nec-

essary information, analyze it, perform calculations

and choose the optimal solution (Ministry of Educa-

tion and Science of Ukraine, 2008). The decree of

the President of Ukraine “On the declaration of the

2020/2021 academic year as the Year of Mathemat-

ics Education in Ukraine” provides for the creation

of conditions for equal access to modern and high-

quality mathematics education and ensuring the mod-

ern level of teaching mathematics disciplines, in par-

ticular with the use of effective technologies taking

into account the best domestic and international prac-

tices (President of Ukraine, 2020).

Therefore, there is a socially determined and

legally justiﬁed need to improve the quality of train-

ing of future teachers of mathematics, in particular

informatics training. One of the leading directions for

achieving this goal is the development and implemen-

tation of computer-oriented methodical systems and

training tools for future teachers of mathematics.

2 THEORETICAL BACKGROUND

The problems of development, modiﬁcation and im-

plementation of computer-oriented methodological

systems for teaching mathematics and informatics in

institutions of general secondary and higher education

were studied by Bieliavtseva and Kanevska (Bieliavt-

seva and Kanevska, 2007), Vlasenko et al. (Vlasenko

et al., 2020), Horoshko and Pokryshen (Horoshko and

Pokryshen, 2010), Gubanov (Gubanov, 2010), Zhal-

dak et al. (Zhaldak et al., 2021), Klochko (Klochko,

2017), Tryus (Tryus, 2010), Shokaliuk (Shokaliuk,

2012) and others.

The professional competences of the future math-

ematics teacher are considered in (Zhukova, 2009;

Ramskyi, 2013; Marienko, 2022; Lovianova et al.,

2019; Semenikhina et al., 2022; Rakuta, 2013; Ma-

tiash and Mykhailenko, 2020; Skvortsova and Ro-

manyshyn, 2019; Hrabovskyi, 2016; Lebedyk, 2017;

Razlivinskih, 2011; Sadulaeva, 2012). In particular,

the use of digital technologies in the training of fu-

ture mathematics teachers and the formation of their

IT competences is highlighted in (Bilousova and Zhy-

tienova, 2010; Gubanov, 2010; Zhaldak, 2003; Zh-

ernovnykova et al., 2020; Kirilenko, 2009; Kolgatin

et al., 2022; Krishtof, 2011; Robert et al., 2016; Kush-

nir, 2014; Sarkeeva, 2010; Senkevich, 2005).

Analysis of the current state of development of

the information society in Ukraine and the world

(Schwab, 2016; Schwab and Malleret, 2020), the po-

tential of information technologies as a means of in-

tegrating mathematics, computer science and natural

sciences (Gromov, 2001; Semenov, 1995; Karakozov

and Ryzhova, 2019), as well as the problems of in-

formatics training of future mathematics teachers (Er-

shov, 1987; Zhaldak et al., 2012; Tikhomirov, 2000)

discovered that the prospects for the development of

digitization tools should be reﬂected in the anticipa-

tory content of teaching informatics disciplines at all

levels of education. Therefore, modernization of IT

training and IT competences of future teachers needs

special attention (Zhukova, 2009; Ramskyi, 2013),

since it is the teacher who must introduce digital tech-

nologies into the educational process, form students’

IT competences, and prepare the new generation for

full-ﬂedged life in the information society.

Mathematics and informatics are related sciences

that signiﬁcantly inﬂuence each other in the process

of their development and largely determine the de-

velopment of natural sciences and technologies. The

main source for changes in the education system is

the public order, which reﬂects the development of

technology, science and socio-economic relations. In

the 20s of the 21st century, this complex, named In-

dustry 4.0, is extremely computerized, which makes

it necessary to clarify the IT competencies of future

teachers by reﬂecting new content and new abilities.

It is shown that the formation of key and subject

information-communication (digital) and mathemati-

cal competences in the European educational space is

considered as a component of the fundamental liter-

acy of workers in demand on the labor market of the

future. Therefore, in the process of forming general

professional digital competences of the teacher, it is

necessary to take into account such basic ICT innova-

tions as open educational resources, social networks,

mobile technologies, the Internet of Things, artiﬁcial

intelligence, virtual and augmented reality, big data,

programming, ethics and privacy protection.

As a result of the analysis of domestic, foreign

(Commonwealth of Australia, 2022; Association of

Mathematics Teacher Educators, 2017) and interna-

tional (UNESCO, 2018) teacher training standards,

the components and indicators of such general pro-

fessional digital competences as the ability to: eval-

Methodical System of Teaching Informatics to Pre-Service Mathematics Teachers

795

uate, implement and use ICT-oriented educational

platforms have been determined; application of e-

learning in social media; pedagogical design for e-

learning; analysis, implementation and evaluation of

the effectiveness of evaluation; application of ICT-

related knowledge; implementation of improved edu-

cational practices; analysis of industrial implementa-

tions and e-learning systems. Special attention should

be paid to the recommendations of the Association

of Mathematics Teacher Educators and the National

Council of Teachers of Mathematics of the USA

aimed at pedagogically appropriate and balanced use

of ICT in teaching mathematics in general secondary

education institutions.

The generalization of the theoretical provisions

gave reason to specify the structure, indicators and

levels of formation of the IT competencies of the fu-

ture mathematics teacher: at the ﬁrst (initial) level,

competencies related to performing tasks with the

help of a personal computer, various software and dig-

ital devices are formed; at the second (minimum ba-

sic) competences in the use of ICT in any ﬁeld are

formed; the third (basic) develops competences in a

wide range of ICT, including animation, the basics

of cloud technologies, cyber security, digital media,

computer networks, programming, computer systems

and web development; the fourth (advanced) devel-

ops digital competencies related to solving a wide

range of problems related to database management,

computer game development, computer network con-

ﬁguration, programming, system administration, and

web development; the ﬁfth (in-depth) level provides

for further development of general professional and

formation of specialized competencies in computer

networks, programming, web development, business

analysis, cloud computing, cyber security, databases,

design and development of computer games, sys-

tem administration and system analysis; the sixth (re-

search) level completes the process of forming infor-

matics competencies of future mathematics teachers

at the second level of higher education.

3 EMPIRICAL RESEARCH OF

STUDENTS’ VIEWPOINTS

Based on the analysis of various approaches to the de-

sign and development of methodical systems of edu-

cation, the components of the computer-oriented me-

thodical system of teaching informatics to pre-service

mathematics teachers are determined. The choice of a

methodical system as an object of modeling is related

to the need to reﬂect in the model its structural com-

ponents, technologized in terms of competencies, re-

sults and goals, external factors affecting the system,

principles and approaches to its design. In the de-

veloped model of the computer-oriented methodical

system of teaching informatics to pre-service mathe-

matics teachers (ﬁgure 1), ICTs determine the goal,

serve as design factors and leading means of teaching

informatics disciplines.

The model consists of four blocks.

The target block reﬂects the goal: the forma-

tion of informatic competences of future teachers of

mathematics, which is a component of the profes-

sional competences of a mathematics teacher, which

are summarized in integral competence: the ability to

solve complex specialized tasks and practical prob-

lems in the ﬁeld of general secondary education in

the process of teaching mathematics, which involves

the application of psychological-pedagogical theories

and teaching methods and is characterized by com-

plexity and uncertainty of conditions. The formula-

tion of the goal involved taking into account social,

educational and information technology factors: cri-

sis phenomena in science and mathematics education,

the social need for competent mathematics teachers,

the need to change professional IT competencies and

new means of Industry 4.0.

The design block reﬂects the process of design-

ing the system of informatics competences of the

mathematics teacher and the core of the method-

ological system of learning, which consists of in-

terconnected components (goals, content and tech-

nology of learning informatics) based on systemic,

competence-based, activity-oriented and personally-

oriented methodological approaches and the princi-

ples of a harmonious combination of traditional and

innovative technologies, continuity, extensibility, in-

variance and variability, predictability, contextuality,

integrability; general didactic and partially didactic

principles of teaching informatics and principles of

designing an open methodical system: feedback, dy-

namic balance, integrity and structural stability of the

system.

The system of IT competencies of a mathematics

teacher is designed in the form of a hierarchy, each

level of which is a certain specialization or speciﬁca-

tion of the previous one: at the ﬁrst level there are

basic IT competencies, which at the second level are

speciﬁed in competencies in system administration,

web technologies, programming and system analysis;

the third level reﬂects the development of: compe-

tencies in system administration – in competencies in

computer networks and cyber security, competencies

in web technologies – in competencies in cloud tech-

nologies, competencies in programming – in compe-

tencies in the development of computer games, com-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

796

Computer-oriented methodical system of informatics training of

prospective mathematics teachers

System of informatics competences of a mathematics

teacher

Informatics

learning

objectives

Informatics

learning

content

Technology of informatics

teaching

Informatics

learning tools

Informatics

teaching

methods

Informatics

learning

forms

Basic informatics competences

Competences in

systems

administration

Competences in

web technologies

Competences in

programming

Competences in

systems analysis

Competencies in

computer networking

Competencies in

cyber security

Competencies in

cloud technologies

Competencies in

computer game

development

Competencies in

databases

Competencies in the

Internet of Things

Methodological approaches:

system, competence-based, activity-based, person-

centred, structured-modular

Principles of: harmonious combination of traditional

and innovative technologies, continuity, designing an

open methodical system (dynamic balance, system

integrity and structural sustainability, feedback),

extensibility, invariance and variability, predictability,

contextuality, integrativity, general and partial-didactic

principles of informatics teaching

Implementation

of the methodic

Systems design

Levels of informatics

competencies formation:

initial, minimum basic, basic, advanced,

in-depth and research

Students

Teachers

The increase in the level

of informatics competencies

of prospective mathematics teachers

Result Aim

Information and communications technologies

Formation of informatics competencies of prospective mathematics teachers

New Industry

4.0 tools

A need to change the system

of professional informatics

competencies

Crisis of science and

mathematics

education

Public demand for

highly qualified

mathematics teachers

Figure 1: Model of the computer-oriented methodical system of teaching informatics to pre-service mathematics teachers

(Semerikov et al., 2021).

Methodical System of Teaching Informatics to Pre-Service Mathematics Teachers

797

petencies in system analysis – in competencies in

databases; the fourth level reﬂects promising compe-

tencies in the Internet of Things, which is the devel-

opment of competencies in computer networks.

The components of the system are interconnected

not only through the learning goals and the techno-

logical result, formulated in terms of the informat-

ics competencies of the mathematics teacher, but also

through the content of education by mapping: the

structure of informatics competencies – to the struc-

ture of informatics training in the relevant educational

program; the content of informatics competences -

on the content of training in informatics disciplines;

mandatory and optional IT competences – for the

structuring of IT disciplines.

The technological block reﬂects the process of

creating a computer-oriented learning environment

for informatics disciplines, in which there is direct

and ICT-mediated educational communication be-

tween teachers and students, monitoring and diagno-

sis of the level of formation of informatics compe-

tencies at one of six levels: initial, minimum-basic,

basic, advanced, in-depth and research.

The resulting block of the model reﬂects the pro-

jected goal of applying the developed methodical sys-

tem: increasing the level of formation of informat-

ics competencies of future mathematics teachers. The

latter is considered both as a current result, which

is diagnosed in the process of forming informational

competences, and as a component of the overall result

of professional training, which is diagnosed after the

completion of the process of their formation.

Semerikov et al. (Semerikov et al., 2021) deﬁnes

the principles of classiﬁcation of teaching aids, se-

lects teaching aids for general and special purpose

IT disciplines, and provides elements of their applica-

tion methodology. The interrelationships of the infor-

matics competencies of future mathematics teachers

with a wide range of tools have been revealed, which

made it possible to characterize the following groups

of leading tools for teaching informatics disciplines:

communication tools; means of creating documents;

means of access to databases; means of digital media

technologies; hardware testing tools; software devel-

opment and testing tools; project management tools;

computer modeling tools.

In the training of informatics disciplines of future

teachers of mathematics, it is appropriate to use learn-

ing strategies (Ploetzner, 2012) – sequences of effec-

tive teaching methods used purposefully and ﬂexibly

are increasingly automated, but remain consciously

applied: yes, the method of problem presentation,

heuristic and research the methods can be used both

sequentially with increasing the level of formation of

students’ IT competences, and simultaneously in a

group of students with different levels of their forma-

tion.

4 COURSEWARE STRUCTURE

AND BACKGROUND OF

EMPIRICAL STUDY

Experimental work on the research problem took

place in 3 stages:

1) the analytical-declarative stage (2012 – 2013),

the task of which was to study the state of com-

puter science education of future mathematics

teachers and to determine approaches to solv-

ing the research problem. In order to implement

the set tasks, dissertations, domestic and foreign

standards for the training of mathematics teach-

ers, sources on computer science education and

the formation of digital competencies of the fu-

ture mathematics teacher were analyzed, which

made it possible to formulate a research hypothe-

sis. At the ﬁrst stage, the main attention was paid

to the issues of using ICT means of organization,

monitoring and diagnosing the results of indepen-

dent work of students in informatics disciplines.

The conditions for the use of distance learning

technologies in the training of future mathemat-

ics teachers were determined, and the content and

forms of organization of training in informatics

disciplines were selected. The identiﬁed prob-

lems of informatics training of future mathemat-

ics teachers provided an opportunity to identify

competence and system approaches as leading to

achieving the research goal;

2) the design and research stage (2014 – 2016) is

dedicated to clarifying the structure and content of

the mathematics teacher’s informatics competen-

cies and justifying the feasibility of using Web 2.0

tools for the development of research telecommu-

nications projects, mathematical packages as uni-

versal programming and modeling environments,

cloud-oriented the G Suite tool for comprehensive

online support for teaching informatics disciplines

for future mathematics teachers. At the second

stage, the main components of the model of the

computer-oriented methodical system of teaching

informatics to pre-service mathematics teachers

were determined and the ascertaining stage of the

pedagogical experiment was conducted;

3) the formative and generalizing stage (2017 –

2020) is devoted to the development and imple-

mentation of a computer-oriented methodical sys-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

798

tem for training informatics disciplines for future

mathematics teachers. The formative stage of

the pedagogical experiment was conducted; the

obtained results of experimental work were ana-

lyzed, elaborated and summarized; general con-

clusions are formulated and prospects for further

research are determined.

114 students of Kharkiv National Pedagogical

University named after H. S. Skovoroda and Kryvyi

Rih State Pedagogical University took part in the for-

mative stage of the pedagogical experiment to test

the effectiveness of the computer-oriented methodical

system of teaching informatics to pre-service math-

ematics teachers (the control group 71, experimen-

tal – 43). Comparison of the distributions of par-

ticipants of the control and experimental groups at

the beginning of the experiment using the H-criterion

of Kruskal-Wallis showed the absence of statistically

signiﬁcant differences between them at the 0.05 level

(H = 3.6435 < H

crit

(0.05) = 5.991).

The training of informatics subjects of the stu-

dents of the experimental group was carried out ac-

cording to the updated educational programs. In par-

ticular: in the educational discipline “Informatics”,

aimed at the formation of basic IT competencies of

a mathematics teacher, the content module “Hardware

and software of computing systems” has been updated

to ensure the formation of basic competencies in the

basics of system administration and application soft-

ware for automating the document ﬂow of an edu-

cational institution and competences for organizing

safe joint work in a cloud-oriented educational en-

vironment; content modules have been introduced to

the educational discipline “Methodology of Informat-

ics Education” to ensure the formation of basic com-

petencies in intellectual property, development and

implementation of educational innovations, interac-

tion with educational ICT clients and project activ-

ities; in the educational discipline “Computer Net-

works”, content modules related to the design, instal-

lation, conﬁguration and management of local net-

works of the scale of a computer class, support of

network ICT systems, troubleshooting of computer

networks have been updated, network security, Inter-

net of Things, installation and conﬁguration of vir-

tual machines and desktop virtualization; the content

modules of the educational discipline “Programming

Languages” reﬂect competence in programming tech-

nologies, object-oriented programming, database pro-

gramming, designing user interfaces, developing mo-

bile applications and software extensions.

To ensure the formation of competences in web

and cloud technologies and the development of com-

puter games, new educational disciplines “Cloud

technologies” and “Development of computer games”

were introduced, which consider the issues of devel-

oping websites, social media, choosing and conﬁgu-

ration of cloud services, 2D and 3D modeling, com-

plex design and development of 3D interactive games

(including mobile and online), their content and me-

dia components, characters with elements of artiﬁcial

intelligence, as well as the creation of game environ-

ments for the organization of joint educational activi-

ties.

The effectiveness of the methodical system was

determined by measuring the level of formation of

IT competencies at 6 levels: initial (0-51 points),

minimum-basic (52-60 points), basic (61-70 points),

advanced (71-80 points), in-depth (81-90 points) and

research (91-100 points). After the completion of the

formative stage of the pedagogical experiment, the

comparison of the distributions of students of the con-

trol and experimental groups according to the level of

formation of IT competences using the χ

Pearson test

showed that they have statistically signiﬁcant differ-

ences at the 0.01 level χ

= 17.253 > χ

crit

(0.01) =

15.086. Taking into account the presence of indi-

vidual violations of the conditions for applying the

Pearson’s χ

test (in 25% of the categories, the num-

ber of observations was less than 5), an additional

test of the hypothesis that the level of formation of

IT competences in the experimental group increased

was performed using Fisher’s angular transformation:

∗

= 3.969 > φ

∗

crit

(0.01) = 2.31, which is the basis

for the conclusion that in the experimental group the

level of formation of IT competencies has increased,

and therefore, the research hypothesis is proven.

5 RESULTS AND DISCUSSION

In order to test the effectiveness of the developed

computer-oriented methodical system of teaching in-

formatics to pre-service mathematics teachers, a for-

mative stage of the pedagogical experiment was con-

ducted, during which 71 students studied according

to the traditional methodical system (control group),

and 43 students – according to the author’s method

(experimental group). Using the Kruskal-Wallis test,

it was established that at the beginning of the ex-

periment, the distributions of participants in the con-

trol and experimental groups did not have statisti-

cally signiﬁcant differences. After the experiment

was completed, the level of formation of the infor-

matics competencies of mathematics teachers was di-

agnosed, and statistically signiﬁcant differences at

the 0.01 level were established in the distributions

of students of the control and experimental groups

Methodical System of Teaching Informatics to Pre-Service Mathematics Teachers

799

according to the Pearson criterion (χ

= 17.253 >

crit

(0.01) = 15.086), and by applying the angular

Fisher’s transformation conﬁrmed the statistical sig-

niﬁcance of the increase in the level of formation of

IT competencies of the students of the experimental

group (φ

∗

= 3.969 > φ

∗

crit

(0.01) = 2.31). Taking into

account that the experimental group used the devel-

oped computer-oriented methodical system of teach-

ing informatics to pre-service mathematics teachers,

the indicator of the effectiveness of which is the diag-

nosed increase in the level of formation of informat-

ics competences, it was concluded that the research

hypothesis is proven.

6 CONCLUSIONS

The conducted analysis of the current state of in-

formatization of society, the development of infor-

mation technologies and the directions of reforming

STEM education made it possible to conclude that its

digitalization requires an end-to-end comprehensive

appropriate use of models, methods and tools of infor-

matics, systematic design of the anticipatory content

of learning in informatics disciplines and moderniza-

tion of informatics training of future teachers of math-

ematics.

It is shown that informatics as a complex disci-

pline, the object of which is information processes of

any nature, the subject is new information technolo-

gies, and the methodology is a computational exper-

iment, is the basis for the integration of natural sci-

ences, ICT, engineering and mathematics in STEM

education.

The main areas of modernization of the profes-

sional training of mathematics teachers are identiﬁed

and characterized: digitalization of research-oriented

teaching of mathematics, informatization of the con-

tent of the teaching of mathematical disciplines, and

strengthening of the IT training of mathematics teach-

ers. It is substantiated that future teachers of mathe-

matics should master new information technologies

(mobile, ubiquitous, cloud-fog and quantum comput-

ing) and the ability to remotely manage social (in the

process of distance learning) and cyber-physical sys-

tems, as well as the application of mathematical meth-

ods and models of artiﬁcial intelligence to them in-

telligence for the implementation of optimal manage-

ment of training and robotic systems.

According to the results of the analysis of the stan-

dards of key competences, basic and full secondary

education, training of teachers and specialists in in-

formation technology, the system of computer com-

petences of the mathematics teacher was clariﬁed in

terms of structure, content and indicators of their for-

mation. It is shown that the formation of IT com-

petences of a mathematics teacher begins with basic

IT competences: from the basics of system admin-

istration, in application software, from the organiza-

tion of safe joint work, from digital media, from in-

tellectual property, from the development and imple-

mentation of innovations, from interaction with ed-

ucational ICT clients and project activities. Further

development of basic IT competences takes place: in

competences in system administration, which acquire

further development in competences in computer net-

works (in computer network administration, in trou-

bleshooting computer networks, in network security

and in virtualization) and the Internet of Things, as

well as competences in cyber security; in compe-

tences in web technologies, which acquire further de-

velopment in competences in cloud technologies; in

programming competences, which acquire further de-

velopment in computer game development compe-

tences; competencies in system analysis and compe-

tencies in databases.

A model of a computer-oriented methodical sys-

tem for training informatics disciplines for future

mathematics teachers has been developed, which con-

sists of four blocks: 1) target, which deﬁnes the

goal of forming the informatics competencies of

future mathematics teachers; 2) design, which re-

ﬂects the process of designing the system of infor-

matics competences of the mathematics teacher and

the components of the methodical system of learn-

ing (goals, content and technology of learning in-

formatics), interconnected on the basis of systemic,

competence-based, activity-oriented and personally

oriented methodological approaches and the princi-

ples of a harmonious combination of traditional and

innovative technologies, continuity, extensibility, in-

variance and variability, predictability, contextuality,

integrability, general didactic and partially didactic

principles of teaching computer science and princi-

ples of designing an open methodical system; 3) tech-

nological, which reﬂects the process of creating a

computer-oriented learning environment for infor-

matics disciplines, in which direct and ICT-mediated

educational communication, monitoring and diagno-

sis of the level of formation of informatics competen-

cies takes place; 4) result, which reﬂects the achieve-

ment of the predicted result of the application of the

model – increasing the level of formation of informat-

ics competencies of future mathematics teachers.

The developed model is speciﬁed in the com-

ponents of the computer-oriented methodical sys-

tem of teaching informatics to pre-service mathe-

matics teachers. Competencies related to innovative

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

800

means of general education (electronic educational

resources, social networks, mobile technologies, pro-

gramming tools, virtual and augmented reality tools)

and special purpose tools (means of compliance with

conﬁdentiality and ethics of data processing, Internet

tools) are reﬂected in the content of training in infor-

matics disciplines. things and means of artiﬁcial in-

telligence). It was determined that the leading means

of teaching informatics disciplines for future teach-

ers of mathematics are means of communication; cre-

ation of documents; access to databases; digital media

technologies; hardware testing; development and test-

ing software development; project management; com-

puter modeling. It is shown that the educational ac-

tivity of future teachers of mathematics acquires a re-

search orientation under the condition of constructing

educational strategies from methods of active learn-

ing, in particular, the method of projects, trainings,

business games, cooperative learning. The selected

learning strategies determined the choice of forms of

organization of the educational process in general, ed-

ucational classes in informatics, educational activi-

ties in class, independent work, practical training and

forms of organization of control activities.

7 PROSPECT FOR FUTURE

RESEARCH

The performed research does not cover all aspects

of the analyzed problem. Further scientiﬁc searches

for its solution are expedient in the following direc-

tions: integration of programming systems and com-

puter mathematics in the professional training of fu-

ture mathematics teachers; modernization of learn-

ing calculation methods based on the use of models

and artiﬁcial intelligence tools; integrated teaching of

mathematics and informatics in a specialized school;

application of means of an immersive environment for

the development of virtual manipulatives.

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