Subject matter and methodological competencies of mathematics teachers revealed in the digital transformation of education
Authors:   Armavir State Pedagogical University, Galustov Ambartsum R. , Gerlach Irina V. ,   Armavir State Pedagogical University, Golodov Evgeny A. ,   Armavir State Pedagogical University, Nasikan Inna V. ,   Armavir State Pedagogical University
Published: July 2022

Introduction. Creating conditions and opportunities for self-realization and reveal of each person’s talent in the conditions of digital transformation actualized the problems of improving the quality and competitiveness of Russian education in the modern world. The priority of developing the competencies of a teacher of general education organization at different stages of professional career was also determined. The purpose of this article is to monitor and analyze the formation of subject matter and methodological competencies of teachers of mathematics, revealed in the process of teaching activities in the conditions of digital transformation of continuing teacher education. Materials and methods. The survey involved 919 mathematics teachers from 7 regions of the Russian Federation. The survey considered such characteristics of the respondents as place of work, amount of workload, gender, age, teaching experience. Results of the study. The research showed the following professional deficits of the surveyed mathematics teachers in the area of subject matter and methodical competencies, manifested in the conditions of digital transformation of education: from 20% to 55% of teachers have difficulties in organizing subject teaching in different conditions of transferring typical algorithms to a new situation, about 25% have problems when analyzing educational and life situations that require application of mathematical apparatus, 34% do not know the ways of criterial evaluation of learning outcomes About 20% of the teachers with up to 10 years of experience show insufficient ability to select subject and meta-disciplinary content of the learning material required to solve mathematical problems, as well as the ability to build logical reasoning in mathematical contexts together with students, which is a potentially problematic area. Conclusion. Several recommendations were given based on the results of the conducted survey of teachers. Monitoring of the formation of professional subject matter and methodological competencies of teachers of mathematics should be systematic in nature and have clear range of tools. It is advisable to conduct a separate monitoring of the formation of professional competencies of students of the 3rd-5th courses, studying on the basic educational programs of training future teachers at the bachelor level. It is necessary to conduct a more in-depth analysis of problematic topics in terms of the identified professional deficits and to develop and implement individual and group programs of methodological support for teachers based on this analysis, including professional development and professional retraining, in order to eliminate the identified deficits with the objectives of digital transformation of continuing teacher education. It is necessary to actively implement comprehensive programs to develop the system of teaching mentoring at the regional and general education levels.