Subject-Methodological Deficits of Future Teachers of Mathematics and Ways of Their Elimination in the Digital Society

The article presents the results of diagnostics of future mathematics teachers, analyzes the problems of subject and methodological training of students: poor preparation of applicants, especially in geometry; difficulties in applying theoretical knowledge to solving problems of increased complexity, which are mastered in senior years; do not know the methods of criterial assessment of students' written work, etc. The main directions for eliminating professional deficiencies of the future mathematics teacher in the context of a digital society are proposed: implementation of individual educational routes for students with increased attention to the consideration of types of problems, techniques and methods for solving them; creation of a methodological piggy bank of complex mathematical problems; use of didactic capabilities of generative artificial intelligence; high-quality formation of mental images, schemes and models of the academic discipline. Some didactic capabilities of generative artificial intelligence are considered, which can be used in the preparation of a future mathematics teacher in order to eliminate professional deficiencies. Artificial intelligence can be used in the preparation of future mathematics teachers as a working tool in the formats of adaptive and personalized learning. The format of personalized learning serves as an effective tool for improving the performance of future mathematics teachers based on timely support for feedback and communication of all participants in educational processes, automation of the main types of educational activities. Examples of methodological tasks for future mathematics teachers, completed as part of the study of methodological disciplines, are given.