DOI: 
http://dx.doi.org/10.15293/1813-4718.2402.12
UDC: 
378+374
Shilo Nadezhda Grigoryevna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., Department of Theory and Methodology of Educational Systems, Novosibirsk State Pedagogical University, shilo_ng@mail.ru, Novosibirsk
Taranova Marina Vladimirovna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., Department of Algebra and Mathematical Analysis, Novosibirsk State Pedagogical University, marinataranowa@yandex.ru, Novosibirsk
Abakumova Ksenia V.
Master’s student at the Institute of Childhood, Novosibirsk State Pedagogical University, ksyud@mail.ru, Novosibirsk

Model of Implementation of Consistency in Professional and Pedagogical Activities of math Teachers

Abstract: 
This article shows one of the possible theoretical models for the implementation of system city in the professional and pedagogical activities of a future mathematics teacher in the learning process. The constructed model is presented from the position of a systemic and methodological approach to the activities of the teacher as a carrier of activity and is focused on updating system city in the upcoming professional and pedagogical activities. In the proposed theoretical model, one of the most important components is a set of special means: systemic-structural, subject knowledge and procedural-didactic, which correspond to the general scientific (methodological), the actual subject and educational and didactic activities of the teacher. Our own pedagogical experience confirms that the use of this complex of special tools in a teacher’s activities gives rise to a special systematic style (way) of his practical and mental activity. The purpose of the article is to reveal the essence and content of the theoretical model for the implementation of system city in the professional and pedagogical activities of a future mathematics teacher. Methodology. The methodological foundations of this study are the starting points and ideas of theoretical-constructive and analytical-reflexive theory. The basic methods and means of a systemic strategy of mental and practical activity, a systemic-structural and constructive methodology for the implementation of scientific research activities, as well as the basic ideas of the theory of knowledge, thinking and reflection were used. Research results. Based on the systemic-methodological approach to defining the activities of a teacher, the content and structure of a conceptual-theoretical model for the implementation and actualization of system city in the professional and pedagogical activities of a mathematics teacher have been developed. To sum up, conclusions are drawn about the need to implement and update the presented theoretical model, functionally oriented towards the implementation of system city in the professional and pedagogical activities of a mathematics teacher. At the same time, further practical implementation of this model will improve the quality of the teacher’s work in the process of teaching mathematics, optimize the learning process, and also increase the efficiency of mathematics education.
Keywords: 
content of the systemic, knowledge and procedural components of the theoretical model for the implementation of system city in the activities of a mathematics teacher; systemic structural units of the model; mechanism of functioning of the model
References: 

1. Shilo, N. G., 2007. Technology of formation and implementation of systemicity in the activities of a mathematics teacher (theoretical aspect). Novosibirsk: Publishing house NIPKiPRO, 142 p. (In Russ.)
2. Genisaretsky, O. I., 1975. Methodological organization of system activities. Development and implementation of automated systems in design (theory and methodology). Moscow, рр. 32–51. (In Russ.)
3. Gershunsky, B. S., 1985. On the relationship between the categories “integrity”, “ystemicity”, “complexity”. Problems of increasing the effectiveness of the pedagogical process based on optimization ideas. Moscow: Research Institute of General Pedagogy Acad. ped. Sciences USSR, рр. 14–24. (In Russ.)
4. Sadovsky, V. N., 1995. The principle of systemicity, the systems approach and the general theory of systems. System research: yearbook. Moscow: Nauka Publ., рр. 7–24. (In Russ.)
5. Shchedrovitsky, G. P., 1995. Selected works. Moscow: School of Cultural Policy Publ., 800 р. (In Russ.)
6. Ilyina, T. A., 1978. Structural-system approach to the organization of training. Moscow: Knowledge Publ., 72 p. (In Russ.)
7. Kirillova, T. V., Kirillova, O. V., Kokel, S. V., 2016. System methodology: theory and practice. Modern problems of science and education, no. 3 [online]. Available at: https://science-education.ru/ru/article/view?id=24599 (accessed 02.11.2023)(In Russ.)
8. Novikov, A. M., 2005. Methodology of educational activities. Moscow: Egves Publ., 172 p. (In Russ.)
9. Davydov, V. V., 2004. Problems of developmental education. Moscow: Academy Publ., 188 p. (In Russ.)
10. Leontyev, A. N., 1975. Activity. Consciousness. Personality. Moscow: Politizdat Publ., 304 p. (In Russ.)
11. Elkonin, D. B., 1989. Selected psychological works. Moscow: Pedagogy Publ., 555 p. (In Russ.)
12. Vygotsky, L. S., 1956. Thinking and speech. Selected psychological studies. Moscow: Academician. ped. Sciences of the RSFSR, рр. 148–385. (In Russ.)
13. Piaget, J., Inelde, B., 2002. Genesis of elementary logical structures. Classification and seriation / translation from fr. E. Pchelkina. Moscow: Eksmo-Press Publ., 416 p. (In Russ.)
14. Mader, V. V., 1995. Introduction to the methodology of mathematics (epistemological, methodological and ideological aspects of mathematics. Mathematics and theory of knowledge). Moscow: Interprax Publ., 464 p. (In Russ.)
15. Bedny, G. Z., Karwowsky, W. A., 2007. Systemic-structural theory of activity: Applications to human performance and work design. USA: Boca Raton, FL, CRC Press, Taylor & Francis Group. (In Eng.)