Mathematical education at Kryvyi Rih State Pedagogical University: history, analysis of achievements and prospects of development

. The research deals with development of mathematical education at Kryvyi Rih State Pedagogical University (KSPU). The goal and objectives of the research include distinguishing and characterizing basic stages of formation and development of KSPU’s mathematical education, informing about the state of teaching, methodological, scientific and research activity, and defining prospects for developing the Department of Mathematics and Methods of its Teaching in future. By stages of developing mathematical education at KSPU, the authors mean periods of its 90-year development noted for certain peculiarities of organization and methods of training Mathematics teachers. Teaching, research and life dedicated to people are criteria that form the basis for determining basic stages in the Department of Mathematics’ development. A special edition Mathematical Education in Kryvyi Rih Pedagogical University: Personality Dimension was issued to honour the 90th anniversary of the Department of Mathematics after analyzing information from the University archive, museum and accessible personal data of Mathematics teachers – University teachers, graduates and researchers. The data also concern their publications in ORCID and Google Scholar databases, the University repository, etc. There are characterized basic stages of developing mathematical education in the educational institution and its research trends.


Problem statement
From 60 % to 90 % of Mathematics teachers from Dnipropetrovsk region schools are graduates of Kryvyi Rih State Pedagogical Institute/University. During 90 years of its existence, a corps of highly professional teachers has been formed developing children education aimed at building the foundation for their further life success. As Ya. V. Shramko points out, teaching research, and life dedicated to people are priorities of a tertiary pedagogical institution [1]. Considering the fact that the teacher's role implies not only transmitting knowledge, but also forming the pupil's personality, the significance of a pedagogical university for those who used to go and go to region schools is evident.

Analysis of publications
V. N. Soloviev highlights some issues of development history of the Faculty of Physics and Mathematics in his paper dedicated to the 70 th anniversary of Kryvyi Rih State Pedagogical Institute [2]. V. P. Rzhepetskyi presents some important stages of forming the Department of Physics and Methods of its Teaching as well as characteristics of main research trends on the University site [3]. Works by I. S. Mintii, S. O. Semerikov, V. N. Soloviev reflect the 25-year history of the Department of Computer Science and Applied Mathematics [4]. The given paper deals with scientific, teaching and guiding work, the teaching staff, students' training and job placement and the Department's prospects.
To honour the 85 th anniversary of the University establishment, the scientific library has prepared the bibliographic list Academic and Intellectual Centre of Dnipropetrovsk Region [5] that presents materials from the library fund documents, the historical museum of Kryvyi Rih State Pedagogical Institute and accessible electronic resources.
Yet, the problem of developing mathematical education at Kryvyi Rih State Pedagogical University is not studied to the fullest in the mentioned papers.

The research goal and objectives
The research aims at singling out and characterizing basic stages of forming and developing mathematical education at Kryvyi Rih State Pedagogical Institute / University in order to inform about the state of teaching, guiding and research activity and prospects of the Department of Mathematics and Methods of its Teaching in future.

Main material
T. H. Kramarenko prepared a specialized edition Mathematical Education at Kryvyi Rih Pedagogical University: Personal Dimension dedicated to the 90 th anniversary of the University and the Department of Mathematics [6]. The book contains materials from the University archive, accessible data from University teachers', graduates', and researchers' personal pages as well as data on their research papers according to ORCID and Google Scholar databases, the University repository, the National Library of Ukraine named after V. I. Vernadskyi, etc. There are data on present-day teachers of the Department of Mathematics and Methods of its Teaching as well as on the pioneers of mathematical education at this educational institution. Those are wellknown graduates who excelled at pedagogical activity including researchers, Mathematics and Computer Science teachers, excellent workers of Ukrainian education, the best school principals of Dnipropetrovsk region, and gifted young people who have chosen to be teachers. The edition is aimed at popularizing scientific and pedagogical experience of Kryvyi Rih region's educators -graduates and workers of the Department of Mathematics and Methods of its Teaching, enhancing the prestige of teaching Mathematics, Physics and Computer Science, spreading ideas of self-education and selfimprovement in profession, theoretical and methodological foundations of implementing innovative technologies into Mathematics training. Short biographical reports, data on basic scientific and methodological activity trends are to orient readers towards choosing their own personal trajectory of professional growth.
Let us provide a short description of basic stages of developing mathematical education at the educational institution.

Stage 1, 1930-1941
In 1930, the Department of Physics and Mathematics was founded at Kryvyi Rih Institute of Vocational Education to teach a series of physical and mathematical subjects. Since then, history of the Faculty of Physics and Mathematics has started. In 1933, the Institute was transformed into the Pedagogical one and the first Mathematics teachers graduated in 1934. They acquired a wide range of knowledge and skills. 29 subjects including 18 field-related ones were taught at that time.
Such well-known mathematicians as L. A. Kareta, V. Boryshkevych and V. V. Sakk had been teaching in the early years of the Institute functioning [7]. Little is known about that period as part of the archive was lost in the war years. Professor L. V. Kareta taught in about 1933-1936. Besides, he was one of the founders of higher vocational education in Kryvyi Rih region working at the research sector of Kryvyi Rih Ore Mining Institute, the activity of which dealt with ore mining systems and search for efficient ways of mineral mining under certain conditions [7].
In      Teaching and devotion were priorities of Stage 1 of the Department development. Stage 2, 1944-1972In 1944-1945, 1947-1951, and 1953-1955  It is worth noting that in this period, the Department was engaged into issues of approximating functions by polynomials in various spaces. B. M. Yakhnin started that work in close cooperation with scholars from Dnipropetrovsk State University of the Order of the Red Banner named after the 300 th Anniversary of Ukraine-Russia Reunion. The Department worked closely with Mykola Korneichuk (1920Korneichuk ( -2003, Academician of the National Academy of Sciences of Ukraine, a well-known Ukrainian mathematician, a pupil of Serhii Nikolskyi, Academician of the Academy of Sciences of the USSR. At that time, much work was done including the first results immediately published in a respectful Soviet scientific journal Achievements of Mathematical Sciences [8]. The paper proved dependency between sequences of Lebesgue functions where n → ∞ і O(1) is a value uniformly limited as to x and n. This work is still relevant today as it is referenced in articles from well-known mathematical journals in 2015 and 2016. This paper has not become passed today as it was referred to in many famous mathematical journals in 2015 and 2016.

4.2
Yakhnin established similar regularities for Lebesgue functions while assessing a Jacobi polynomial series expansion with weight of P(x) = and that of P. L. Chebyshov polynomials [9]. That work was performed in cooperation with the Department Associate Professors M. P. Khoroshko and O. I. Polovyna.
Khoroshko [10] built effective approximations for class functions , і , by Haar polynomials by means of L matrix and obtained evaluation of built approximations. This paper is still topical nowadays as it was referred to in 2006 and 2016.
Polovyna was engaged in approximating functions by algebraic polynomials [11]. The mentioned research was   Besides teaching and research in the field of Mathematics in particular, the Department's activity was focused on life dedicated to people. O. I. Polovyna used to deliver lectures on scientific and popular topics for secondary school teachers and pupils including the issues of applying Mathematics to Physics. The Department established a theme-based workshop to provide methodological support to school teachers of Kryvyi Rih.

Stage 4, 1979-1992
In 1979, a well-known Mathematics methodologist H. P. Bevz came to Kryvyi Rih State Pedagogical Institute to deliver lectures on methods of teaching Mathematics for Mathematics students. He was the Institute graduate and after finishing the postgraduate course, he worked as a senior teacher of the Department of Mathematics. Bevz was a renowned personality in the field of teaching Mathematics and a theme-based workshop was arranged at the Institute for the Institute staff from both departments of Mathematics as well as When P. I. Shevchenko became Rector of Kryvyi Rih State Institute, the teaching staff's research potential greatly increased. Shevchenko got his Candidate of Pedagogical Sciences degree when he was Head of the Education Department in Kryvyi Rih Council. Young professionals of the Institute became more engaged into researches while studying at post-graduate courses in Kyiv and other scientific centres, that fact increasing the number of Candidates and Doctors of Sciences working at the Institute. P. I. Shevchenko focused professionals' attention on application of Mathematics to inter-subject links of field-specific subjects, especially those studied by future teachers of production-type service work [8].
In     Analysis indicates that the Department's potential increased due to contribution of Candidates of Technical Sciences whose scientific interests were associated with application of mathematical modeling to mining and adjacent sciences. In particular, while working as an assistant of the Department of Mathematical Analysis from 1979 and a senior teacher from 1982, V. N. Soloviev prepared and, in 1981, defended his Candidate's thesis and got a Candidate of Physical and Mathematical Sciences degree. At that time, he participated in arranging All-Union workshops on computer defects in crystals (Kryvyi Rih, 1975, 1977, 1982, supervised students' research work, developed curricula on Numerical Mathematics and worked out instructions for doing laboratory works.

Stage 5, 1992-1997
As rapid informatization of society conditioned the need for highly-qualified Computer Science teachers and engineers, the Institute introduced such new specialities as Mathematics and Computer Science (at the end of the 1980s), Physics and Computer Science (the mid-1990s) and Computer Science (2001 Topicality. Under Credit-Based Module Learning, the problem of control and relevant evaluation of academic results of individual students is of great importance. After studying practices of similar departments of universities from Ukraine, Belarus and Russia accompanied by accumulation of the Department staff's experience, there appeared a necessity to systematize scientific and practical results of organizing, controlling and assessing mathematical knowledge under current conditions of higher pedagogical education.
Module and rating control and evaluation aimed at introducing students' independent work through developing their self-control and self-evaluation skills are becoming urgent.
The research tasks include: -studying and introducing various mathematical models of assessing students' knowledge in Mathematical subjects into the Department activity; -arranging and expanding potentials of various types and forms of control over training quality under the rating evaluation system to assess students' results in Mathematics; -studying potentials and efficiency of conventional and modern means of making control and measuring devices for each mathematical subject; -developing general requirements to form rating evaluation for the Department subjects considering varied methods of accumulation of grades in different mathematical subjects.
Research methods: theoretical analysis of scientific, psychological, pedagogical, teaching and guiding literature on issues under investigation, analysis and generalization of pedagogical experience; synthesis of achievements in didactics and methods of teaching Mathematics at higher educational institutions.
Theoretical research results: 1. There are developed general principles of forming rating for the Department subjects (informative content, systematicity, consistency, transparency, consideration of various activity types). 2. The role and functions of the rating evaluation system of academic results in fundamental mathematical subjects are determined: -possible application of various control types and forms; -encouragement of students' training and cognitive activity due to step-by-step evaluation of various work types; -motivation of students for systematic work during the term; -increased objectivity of final (examination) evaluation; -reduced significance of random factors; -uniform distribution of student-teacher load. 3. The system (scheme) of regulating control steps to form students' rating evaluation based on the concept of training and rating units is developed.
Practical research results: 1. Under the rating-based module learning, teachers implement various assessment modes to evaluate students' knowledge in mathematical subjects -models considering task parameters, performance time, acquisition levels; models based on probability criteria; models based on the theory of fuzzy sets. 2. There is created methodological and computer-assisted support to arrange and control students' results in mastering the Department's subjects. 3. The elaborated structure of rating evaluation of students' mathematical results enables monitoring students' individual academic trajectories (discussion at the Department meetings twice a term).
Testing of research results: 1. The research results were implemented into the Department activity: knowledge control is based on a weighted total of students' grades by various methods. 2. The research results of the integrated theme were reflected in some scientific and methodological papers and the Department teachers' reports at scientific conferences.
It is the Department's tradition to participate in organizing the international scientific and practical conference Theory and Practice of Fundamental Subjects at Higher School that has been conducted since 2001 [14].  The dissertation [15] is devoted to the problem of scientific substantiation of the theoretical-methodological bases of formation of professional orientation of the individual students in the senior profile school during their mathematical training, creating and implementing real learning process of methodical system of professionally oriented teaching mathematics. The dissertation is offered the concept of mathematical training of pupils of profile school which basic provisions are based on: the role of mathematical training in education; on the group of the principles, among which the classical didactic principles; the principles of profile training; the principles of mathematical training of seniors; the principles of design of process of training in mathematics at the profile school. Methodological tools of research of problems of profile differentiation of training are chosen: in historical aspect -the comparative approach (for comparison in the sphere of a diachrony and comparison of the phenomena removed spatially); general scientific approaches (system-structural, operational, axiological, semiotic, competence) to provide training, which ensures the formation and development of the individual pupil; task approach to teaching mathematics, which provides the organization of mastering the content of professionally directed training of mathematics profile school pupils through the introduction of a learning content professionally designed tasks; the state documents on updating and improvement of the content of mathematical education; the historical and modern tendencies of development of school mathematical education in the context of its profiling.
In Insufficient attention to the practice of applying numerical methods in the existing functional analysis manuals compiled for applied specialties can be explained by several circumstances. Firstly, the very ideology of functional analysis is tuned to the high abstractness of this section of mathematics. Secondly, the training trajectories of this discipline were structured at a time when computer technologies were still far from the leading role in education, and therefore, their connection to the educational process was not perceived as something natural and not burdensome. Thirdly, numerical methods are traditionally presented in a separate course of computational mathematics (or course of numerical methods) [16].
The approximation of the course of functional analysis to computational mathematics contributes to the continuity and coherence of vocational training. Perhaps this is even the only way to fully implement functional analysis in a pedagogical university. The convergence with computational mathematics should be such as to fully prove the theoretical fact to the number: to trace the projection of abstract ideas into the plane of numerical methods and to give an opportunity to immediately test methods in computational practice. Of course, the measure of this convergence should be reasonable, so that functional analysis does not lose its identity and is not substituted by the course of computational mathematics. To solve these problems, a scientific methodological research was conducted and a set of two textbooks was developed: a summary of lectures and a collection of tasks on functional analysis for pedagogical universities [16].
In  [17]. The report contains the results of theoretical and experimental research of the organization process of inclusive learning of physical and mathematical disciplines by students with disabilities in technical institutions of higher education. Psychological factors of organizing inclusive learning of physical and mathematical disciplines by students with disabilities in technical institutions of higher education are identified.
Dominant methodological approaches (individualoriented, competence-oriented, and systemic one) have been identified that contribute to the efficient organization of inclusive learning of physical and mathematical disciplines by students of the category under investigation in technical institutions of higher education, specific teaching principles have been determined. Forms, methods, techniques of teaching processes have been examined that ensure the formation of mathematical competence in students with special needs. The expediency and the necessity of using the research method of learning, the heuristic method, the method of problem statement, the method of projects, the method of learning by cooperation, the method of simulation of professional situations, as well as information and communication technologies along with adaptive ones have been proven.
It has been found that the mathematical competence of the student of a technical institution of higher education can be represented by a synthesis of the following components: motivating-values component, cognitive component, action-dominated component, and reflective one. In accordance with the structure of the mathematical competence of students, the relevant criteria (valuedorientation criterion, cognitive criterion, procedural criterion, evaluative and regulative one) and their indicators have been identified to determine the formation levels (low, medium, sufficient, high) of each of the components of that competence.
A functional and structural model of inclusive learning of physical and mathematical disciplines by students with disabilities in technical institutions of higher education has been developed, which requires creating a set of certain teaching conditions and contains four interrelated components: the target-oriented component, the contentoriented component, the operation-and-action-oriented component and the control-and-evaluation one.
The teaching and methodological materials developed during the study have been represented in the author's Guide called "Inclusive Learning of Mathematics in Institutions of Higher Education" and in the Methodology Recommendation on the use of electronic instructional and methodological package for higher mathematics under the conditions of inclusive learning [17].
In The research is aimed at theoretical substantiation of technology of theme-based level teaching of Mathematics, developing teaching and guiding support of the technology and testing efficiency of the implemented technology in teaching Mathematics at secondary schools.
In 2014, Stage 4 (finalizing and correcting) of the theme development was performed.
The research final results were three packages. Package 1 Theoretical Substantiation of Differential Technology of Teaching Mathematics: there were substantiated content and organization-methodological principles and rules of designing, arrangement and implementation of theme-based level differential teaching of Mathematics; models for teaching multi-level pupils; benchmark characteristics of training levels in Mathematics in the form of multi-level criterion tasks and problems.
Package 2 Theoretical Procedures of Theme-Based Levelled Differential Teaching of Mathematics: there was description of the technology as a series of solving didactic problems, local technologies and the technology of basic lesson types.
Package 3 Methodological Toolkit of Theme-Based Level Differential Teaching of Mathematics: there were developed blocks of training tasks, control tasks, lesson plans, course books and teaching manuals for level teaching. The developed products were in electronic format. There were 3 published course books, five teaching manuals, 30 scientific and methodological papers eight of which were published in dedicated journals. There were also 25 qualification and 40 course papers written and defended.
Testing of the research results was performed through delivering lectures and conducting practical classes at advanced training courses for Mathematics teachers at Kryvyi Rih State Pedagogical University comprising 50 lectures at the University and 60 lectures at regional institutes of post-graduate education. There were conducted several scientific and methodological workshops for Mathematics teachers.
In The stage was aimed at developing theoretical and methodological foundations of the technology of forming professional competences (basic, specific, partial) while studying content modules of mathematical subjects and courses of methods for teaching Mathematics.
The research tasks included: 1. Determining the role and the place of content modules of mathematical subjects (Mathematical Analysis, Algebra and Theory of Numbers, Geometry, Discrete Mathematics, Theory of Probability and Mathematical Statistics, Functional Analysis, Methods of Teaching Mathematics) in forming (developing, studying in depth) professional competences of future Mathematics teachers.
2. Determining tasks on the basis of content modules of subjects (see 1) relevant to developed professional competences.
3. Revealing peculiarities of methodological systems of teaching content modules being guided by the competence-based approach (result-oriented, organization-and content-based).
Theoretical results: 1. The role and the place of content modules of subjects in the framework of new curricula for Speciality Mathematics (Terms 1 and 2: Mathematical Analysis, Algebra and Theory of Numbers, Geometry) were determined.
2. Professional competences and basic professional tasks for forming field-specific competences were determined.
3. Peculiarities of methods for teaching content modules guided by the competence-based approach were partially ascertained.
The structure of teaching manuals to study content modules for the Department subjects during students' independent work was elaborated.
The research was in accordance with the aim and the tasks of the corresponding stage -development of theoretical and methodological foundations of forming professional competences in studying content modules of mathematical subjects and courses of methods of teaching Mathematics.
The research resulted in setting the role and the place of content modules studied in Term 1 while forming (developing studying in depth) professional competences and defining basic professional tasks relevant to competences, ascertaining peculiarities of methods of studying content modules guided by the competencebased approach.
The research tasks included description of formation of professional competences, development of training and monitoring materials.
The research results included teaching and guiding manuals and reference books.
Stage IV. Reflexive (controlling and concluding): January -December 2019. Finalizing the Department theme. The research was aimed at developing methodological, theoretical and method-based foundations of the competence-based approach in Mathematics teachers training while studying mathematical subjects and courses of methods of teaching Mathematics.
The research topicality. The models of professional competences (scientific-subject and method-based) of Mathematics teachers were crude and underdeveloped as well as the method systems (objectives, content, organization and methods, monitoring) of module learning for mathematical courses and methods of teaching Mathematics based on the competence-based approach both on the theoretical and practical (technological) levels.
The research is aimed at analyzing the research results, correcting methods, developing recommendations, generalizing, systematizing data and preparing a monograph and teaching manuals.
In 2019, there were three monographs two of which were published in Ukraine and one -abroad, eight course books and teaching manuals, eight papers four of which were published in Ukraine and four -abroad The results of 2019 included three monographs, one of which published abroad, eight course books and teaching manuals; eight papers, four of which published abroad (Scopus and Web of Science databases) [19][20][21][22][23][24].
The published course books included Geometry (specialized level), Textbook for Form 10 of Secondary Schools by Professor I. V. Lovianova [25] It was carried out the maintename of mathematics, proper theoretical and task material, in particular, for the deep study of mathematics, pedagogical programmatic facilities, computer-oriented methods and forms of studies, were considered principles of construction of the system of developing tasks. The methodical recommendations are developed in relation to the use GRAN1, GRAN-2D, GRAN-3D, DG, GeoGebra in an educational process. The results of pedagogical experiments confirm the efficiency of the offered components of the computer-oriented system methodical of studies [27].
S. O. Semerikov attributes Artificial Intelligence Education Applications, Applications in Education, Conversational User Interfaces, Blockchain in Education, Immersive Technology Design Thinking, Competency-Based Education Platforms and Adaptive Learning Platforms to the main tendencies of using ICT in education. Since augmented reality technology already has an important place in innovative development, it can also have significant potential for implementation in Mathematics learning. That is why this technology needs more detailed study [28].
Because augmented reality is intrinsically linked to 3D-construction, its usage in conjunction with Dynamic Mathematics systems like GeoGebra, can significantly increase the level of visualization in Mathematics and enhance students learning. In addition, Augmented Reality can become a tool for enhancing STEM-based learning for students majoring in Mathematics and Computer Science [29][30]. At present, the use of augmented reality technology in teaching, including Mathematics, requires development, research, and testing.
Electronic academic courses based on the electronic management system MOODLE are widely applied to training Mathematics teachers.
The Department of Mathematics and Methods of its Teaching has been a vital and integral part of the Faculty of Physics and Mathematics of Kryvyi Rih State Pedagogical University since its founding. The department arranges training work at the Faculty of Physics and Mathematics as majors and at other departments as minors.
Annually the faculty welcomes school leavers and encourages them to apply for the area of expertise "Mathematics", as well as the following supplementary specialties: "Computer Science".
According to the staff division in the beginning of academic year 2019-2020 the department has 1 Doctor of Pedagogical Sciences, 8 Candidates of Sciences; 1 Professor, 4 Associate Professors.
Teachers of the Department of Mathematics and Methods of its Teaching carry out research work in accordance to the general plan of the department. The system of preparation of scientific and pedagogical staff actively functions at the department through postgraduate studies.
The department offers postgraduate studies in the following areas of expertise 13.00.02 -Theory and Methodology of Teaching the Mathematics.
The bachelor's degree program is designed to take four years to complete. The following courses are available at the faculty to obtain the Bachelor's degree: "Mathematical analysis" [22], "Complex analysis", "Functional analysis" [16], "Financial Mathematics", "Calculus", "Differential equations" [&&], "The basis of further Mathematics", "Methodology for teaching mathematics", "Analytical geometry", "Differential geometry", "Mathematical Logic", "Linear Algebra" [23], "Algebra and Number Theory", "Elementary Mathematics", "Discrete Mathematics", "Mathematic and statistic", "Information and communication facilities for teaching mathematics", "Probability theory and mathematical statistics", "Intel Training for the Future Course" seminars and special courses on Mathematics. The Master's degree requires completing an undergraduate degree. The faculty offers the following academic courses:, "Methodology for teaching Mathematics in the profile school", "Selected geometry questions", "History of development of mathematical education Higher Mathematics", "Methods of mathematical statistics in scientific research", etc. completion of these courses is awarded with the Master's.
The department provides a solid foundation for sustainable scientific development.
Faculty graduates become teachers of Mathematics and Computer Science. They are involved into scientific activities not only in Kryvyi Rih and Ukraine research establishments, but also in the leading foreign institutions abroad.

Prospects of the Department's research activity
The short-term prospect of the department involves improving scientific, methodological and information provision of training future Mathematics teachers as well as improving their qualification.
Nowadays, a university teacher's professional activity is shifting towards the informational space. There are many factors causing this including introduction of education assisting systems like Moodle. Innovative technologies and new training methods are being implemented into the educational system. Digitalization of education has become urgent.
Blended learning embracing digital distance technologies and contact teacher-student communication is becoming a well established practice. Blended learning is an educational technology, which combines traditional (face-to-face) training and elements of distance technologies (on-line training). Combination of these two forms of training provides for their equal significance in the training process. It should be noted that blended learning envisages considerable amount of students' independent work and their participation in building their own academic trajectories. It acquires specific significance in arranging future Mathematics teachers' training characterized by students' high governance and required development of independent training skills. substantiating and testing the model of implementing the blended learning technology into Mathematics teachers' fundamental and professional training and improvement of their qualifications as well as finding ways of implementing the technology.
In the immediate future, the Department should adopt a systematic assessment of students' knowledge according to content-based modules for the relative subjects through using the system of controlling electronic academic courses in MOODLE and publish accumulated experience of work with under-and postgraduates in the form of teaching, guiding and research materials.
The mid-term prospect involves improvement of the academic and methodological activity of the department and gradual transition to the training and technological activity. In other words, the Department teachers should master the technological approach to training, develop models of professional knowledge and present training materials of the Department-related subjects as adaptive knowledge-oriented training technologies. At this stage of working on the research, the Department staff's activity should be aimed at developing theoretical principles of using MOODLE and investigating into opportunities to increase the Department's virtual intellectual potential through applying models of highly qualified specialists' professional knowledge. Scientific substantiation and experimental testing of economic efficiency of MOODLE application to training Mathematics teachers and improving their qualification is an important trend of the Department's activity. Basic mid-term tasks of the Department development include further improvement of the scientific school of methods for Mathematics training by increasing the number of postgraduates for Speciality 014.04 Secondary Education (Mathematics). Teaching and guiding aids developed at this stage should reflect results of testing blended learning technologies accompanied by experimental results published in research papers and monographs.
The final stage of working on the multi-authored research provides substantiation of application of the blended learning technology in the full cycle to training Mathematics teachers. While working at the mentioned research, the Department staff should focus on improving the material and technical support, increasing the number of printed and electronic papers (monographs, textbooks, teaching guides on subjects of fundamental and professional training of Mathematics teachers), improving the image of the Department in the Ukrainian scientific space, expanding contacts with foreign scientific organizations and educational institutions, and taking an active part in international scientific and research projects on educational problems.