Developing the digital research competence of a future mathematics teacher as a part of project activities

Formulation of the problem. The formation of a digital educational environment as early as at the school level is a necessary condition for successful solution of the problem of training personnel for the digital economy, a priority direction of the “Digital Educational Environment” project within the framework of the national project “Education”. The use of specialized software products in teaching mathematics plays an important role in the intellectual development of students, including schoolchildren who have a high level of mathematical abilities and require an individualized approach to learning. More than ever before, the problem of developing appropriate professional competence among students and future mathematics teachers is becoming more relevant for universities that specialize in training teachers. The objectives of the study are to analyze the experience of developing special digital research competence in students as part of their implementation of project assignments using digital technologies and to formulate proposals for improving the process of future mathematics teachers mastering digital tools for teaching geometry at the stage of their higher education. Methodology: аn analysis of the possibilities of using the GeoGebra dynamic geometry system in mathematical practice-oriented project studies of students and future mathematics teachers was carried out. During the implementation of design tasks, methods of experimental mathematics and visualization of geometric objects were used. Results. The possibilities of using specialized dynamic geometry systems for organizing the design and research activities of students have been studied. An end-to-end subject-based methodological line has been designed and tested for future mathematics teachers to acquire competencies in the development and use of digital educational resources for teaching geometry and to get skills for organizing project activities for students having the high level of mathematical abilities. Individualized approaches to teaching students, future mathematics teachers, are proposed in the context of developing their readiness for professional activities in the conditions of development of individualization of school education. Conclusion: the practical experience of digital tools usage by students in practice-oriented project research, the implementation of which led to interesting results with elements of novelty, is presented.