Using the case method while training would-be Mathematics teachers

Abstract The article looks into the issue of developing a methodology for using the case method in mathematics teacher training. The study proposes and substantiates the components of using the case method in teaching the methodological disciplines of the would-be mathematics teacher: motivation of educational activity, goal setting, content, methods, forms, and means of learning. Motivation for learning using the case method is provided by modeling the teacher’s real professional activity while considering methodological problem situations (cases). To ensure goal setting, an algorithm for case selection is proposed and illustrated depending on the goal of the educational curriculum or the goal of a specific educational class. The research method is the case method, implemented through work with a system of cases for methodological disciplines. The content of the cases covers all modules of the methodological discipline curriculums. Forms of training depend on the types of cases used in the class. Examples of cases of all kinds are proposed, suitable for use within frontal, group, and individual work. Learning means include multimedia presentations, video cases, dynamic mathematics packages, and educational cloud services. The run experiment confirmed the practicality of using the developed methodology when training would-be mathematics teachers for professional activities.