Abstract

Relevance. The relevance of the research topic lies in the fact that educational tasks in geometry contribute to the formation and development of mental abilities, spatial imagination, which are necessary in logistics, architecture and construction, mechanical engineering, cartography and other fields of applied science.

Purpose. The purpose of the study is to study the stage of training of future mathematics teachers in the direction of implementing the PISA-2021 concept.

Methodology. Among the theoretical research methods, analysis and synthesis, the method of comparison and generalization were used. At the stage of the empirical part, an experimental pedagogical study was conducted on the basis of three universities of Kazakhstan.

Results. The article examines the issue of designing the learning process in the context of forming the readiness of future mathematics teachers to carry out pedagogical activities. A system of content components of the future teacher's general readiness to teach schoolchildren was determined. The signs and stages of formation of the readiness of future mathematics teachers to teach schoolchildren in the context of the PISA-2021 concept have been identified. A model of the process of forming the professional readiness of future mathematics teachers to teach schoolchildren in the context of the formation and development of their mathematical thinking, spatial ideas, and divergent thinking has been built skills of the 21st century.

Conclusions. The study confirms the effectiveness of a new model for preparing future math teachers, showing high student proficiency in mathematical and pedagogical skills, while noting potential for broader application and challenges in implementation due to current school curriculum limitations.

Keywords: readiness components; stages of the learning process; thinking abilities; geometric problems; section of polyhedra

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