Reshetova E. Intellectual tradition of personal development by means of mathematical education in Kiev University (1834–1920).

Object: scientific and pedagogical heritage of the mathematical community of Kiev University in 19th – early 20th centuries; goal: reconstruction of intellectual tradition of personality development by means of mathematical education as a historical collective system of values, theoretical foundations and practical rules of teaching in the community of mathematics professors of Kiev University in 19th – early 20th centuries; methods: theoretical; novelty: for the first time, the historical and educational reconstruction has been carried out of the intellectual tradition of the personality development by means of mathematical education at Kiev University in 19th – early 20th centuries, concrete expression has been given to institutional and scientific background of its formation, specific determinants and value basis of its maturation have been revealed, theoretical and practical contribution of Kievan professors of mathematics of 19th – early 20th centuries in understanding of general educational potential in mathematics and ways of its implementation have been explored, the concept of higher mathematical education and system of professional activity of professors of mathematics at the University of Kiev in 19th – early 20th centuries have been described; system of semantic relationships has been improved between the concepts "tradition", "intellectual tradition", "pedagogical tradition", "intellectual tradition of personality development", ideas about the factors that determine the goals, principles and content of the national mathematical education have been further developed, as well as ideas about contribution of Kiev mathematical community of 19th – early 20th centuries in the ideological design of modern concept of mathematical education as a means of personality development; the results: key findings and conclusions of the study, based on archival materials and primary sources and introduced into scientific use for the first time, can be used to explore further the history of educational thought and education, and serve as a benchmark for creative revision of current approaches to understanding the problems of mathematical education; field: general pedagogics and history of pedagogics.