The dissertation deals with the problem of development of future computer science teachers’ cognitive activity in mathematical training.
Based on the analysis of scientific and pedagogical and special literature the problems of development of future computer science teachers’ cognitive activity in mathematical training, which must be solved, are revealed, namely: indirect motivation to improve training, development and self-development of future computer science teachers’ cognitive activity; there is a slight cognitive interest in the study of mathematical disciplines; underdeveloped ability to implement ICT for the development of cognitive activity in the process of studying mathematical disciplines; there are no factors and criteria for the development of this activity, and no methods have been developed to measure the level of cognitive activity of future computer science teachers in the process of mathematical training, etc.
The basic concepts of the study are defined: «cognitive activity of future computer science teachers» – integrative quality of personality, which contributes to the effective preparation and implementation of professional and pedagogical activities; it is defined as a positive attitude to the content and process of learning, as a desire for self-education, self-improvement, creative progress throughout life; it is aimed at constant monitoring and mastering of new digital devices and programs for their further introduction in the educational process of general secondary education, encouraging students and colleagues to introduce new information technologies in educational and extracurricular activities; «development of future computer science teachers’ cognitive activity in mathematical training» - a conscious purposeful process of positive changes (accumulation of quantitative changes and their transformation into qualitative) integrative personality, which is subject to the purpose of training future computer science teachers and is characterized by relationship cognitive activity of future computer science teachers (motivational, cognitive-research and personal-reflective); the result of which is the readiness and desire for independent cognitive activity aimed at constant monitoring and mastering of new information technologies; encouraging participants in the educational process to implement technologies for mathematical modeling of objects and phenomena of the real world; ability to select a mathematical apparatus for creating information models for solving problems and evaluate the correctness of selected mathematical methods for solving professional exercises/situations; implementation of reflection, development of cognitive interests, needs, and motives.
Factors and criteria for the development of future computer science teachers’ cognitive activity in mathematical training are identified, namely: motivational (awareness of the need to learn something new in the study of mathematical disciplines; motivation to improve training through the development of cognitive activity of future computer science teachers in the study of mathematical disciplines; interest in future computer science teachers in the process of studying mathematical disciplines); cognitive-research (quality of theoretical knowledge in mathematical disciplines; ability to accumulate and creatively implement the acquired knowledge in mathematical disciplines; ability to implement ICT for the development of cognitive activity in the process of studying mathematical disciplines); personal-reflective (ability to plan and organize their own cognitive activity) (goal setting, activity planning, persistence and determination in overcoming difficulties arising in the process of activity, etc.); ability to self-development and self-education in mathematical training; ability to reflect on the development of one's own activity ). The levels of development of the studied quality (high (creative), sufficient (productive), average (reproductive)) are characterized. A factor-criterion model for assessing the level of development of the cognitive activity of future computer science teachers in the process of mathematical training was developed.
The technology of development of future computer science teachers’ cognitive activity in mathematical training consisting of methodological and target, organizational and technological, diagnostic components and is implemented in stages (preparatory-informational, activity-effective, control-regulatory) is theoretically substantiated and developed, the result of which is to increase the level of cognitive activity of future computer science teachers in mathematical training.
Experimental verification of the technology of development of future computer science teachers’ cognitive activity in mathematical training proved its effectiveness. The reliability of the results of experimental work is proved by the methods of mathematical statistics.
