Digital tools for modern mathematics teacher training

in the context of digital transformation of education, mathematics teacher training requires an innovative approach to designing e-learning courses (ELCs). This research aims to identify specific requirements for the structure and content of ELCs for mathematical pedagogical programs that integrate subject knowledge and methodological competencies. The research methodology included a survey of 145 students from 5 Russian universities and experimental verification of the effectiveness of modernized courses on a sample of 76 students over a 6-month period. The most in-demand digital components were identified: interactive mathematical models, dynamic geometry systems, computer algebra systems, and graphical calculators. The experiment confirmed a significant increase in proficiency with digital tools and professional competencies. The developed ELC model provides for a "dual immersion" of students in the digital environment, where they simultaneously act as learners and creators of educational content. Criteria for evaluating the effectiveness of specialized ELCs and recommendations for their integration with traditional LMS platforms are proposed. The research results can be used to optimize the professional training of mathematics teachers in accordance with the modern requirements of the digital educational environment.

mathematics teacher education, electronic educational environment, interactive mathematical models, computer algebra systems, digital mathematics didactics, professional competencies of mathematics teachers