Methodological Mistakes Made by Aspiring Teachers in Correction of Students’ Knowledge of Geometry

Aim. To identify and analyze typical methodological mistakes made by graduates of pedagogical universities when correcting students’ knowledge of geometry in the early years of their work.

Methodology. The work used methods of pedagogical observation, analysis and interpretation of methodological situations, qualitative analysis of students’ written works, as well as generalization of teaching experience. The theoretical basis consists of works in the field of teaching mathematics, diagnosis of educational difficulties and the formation of professional competencies of mathematics teachers.

Results. The introduction discusses the problem of novice teachers working with students who have difficulties in learning geometry. The need to correct the knowledge of schoolchildren as an integral activity of a mathematics teacher is substantiated. The paper identifies three types of methodological errors that occur at the stage of diagnosing the level and quality of students’ knowledge of geometry and determining the need for knowledge correction, when planning and conducting correctional work, as well as at the stage of evaluating the results of correcting students’ knowledge and reflecting on their own correctional activities. Examples of real methodological situations are presented, demonstrating the insufficient formation of professional and methodological knowledge and skills of novice teachers, which leads to ineffective correction of students’ knowledge of geometry. Examples of specific methodological errors illustrate how insufficient student training can affect the effectiveness of the educational process.

Research implications. The theoretical significance of the work lies in clarifying the structure of pedagogical activities aimed at correcting students’ knowledge of geometry, in formulating three main types of methodological errors made by novice teachers in the process of correcting knowledge. The article substantiates the need for purposeful work on the formation of students’ readiness to correct students’ knowledge of geometry in the process of professional training.

Conclusions. It is proposed to include in the educational programs a special course aimed at forming students’ readiness to correct students’ knowledge, which in turn will contribute to improving the quality of mathematical education and reducing academic failure in geometry.

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