Abstract
<jats:p>This article explores the pedagogical potential of the academic discipline “Methods of Teaching Mathematics” in the professional development of future mathematics and computer science teachers in the context of higher education modernization and the digitalization of the educational environment. The relevance of the study is substantiated by the growing demands on the level of professional training of teaching staff capable of implementing competency-based, activity-based, and person-centered approaches in the educational process. An analysis of scientific approaches to understanding the methodology of teaching mathematics as a science and an academic discipline has been conducted, and the features of the formation of methodological and professional competencies of future teachers have been highlighted. The structure and content of the academic discipline have been analyzed in accordance with the educational and professional program, and its place in the system of training higher education students has been determined. The content modules covering general mathematics teaching methodology, as well as the methodology of teaching algebra, geometry, elements of mathematical analysis, and stereometry, are characterized, and their role in the development of professional skills and competencies is elaborated. The main forms and methods of implementing the discipline’s content are identified, including lectures, practical classes, independent work, as well as the use of the case method, micro-teaching, project-based activities, and interactive technologies. The conditions for effectively realizing the discipline’s potential have been substantiated, including: a focus on learning outcomes, a practice-oriented nature of training, the integration of theoretical and practical components, the use of digital educational environments, and the development of reflective thinking among students. It has been demonstrated that the academic discipline “Methods of Teaching Mathematics” is a crucial factor in shaping the professional readiness of future teachers for pedagogical practice.</jats:p>