Concept apparatus of choosing pedagogical tools for teaching mathematics in the conditions of the implementation of the of the federal state educational standard

Introduction. In modern conditions, the teacher faces new tasks and challenges associated with the achievement of modern educational results. Among them is the selection and application of effective pedagogical tools that form the technological basis of the methodology for teaching the subject. The analysis of the literature and educational practice shows that teachers of mathematics in general education schools have methodological deficits in this area. To overcome them, it is necessary first to define the basic concepts related to the problem of choosing pedagogical tools for teaching mathematics. Goal. Formation of the conceptual apparatus of the problem of choosing pedagogical tools for teaching mathematics in the context of the implementation of the Federal State Educational Standards. Materials and methods. The study is based on the analysis of regulatory documents and scientific literature to highlight key concepts. The method of conceptual apparatus was also used, which involves the comparison of the selected concepts in the works of various scientists; systematization and generalization of the results of scientific research; the author's interpretation of the main categories of didactics in the context of the problem of choosing pedagogical tools for teaching mathematics in the context of the implementation of the Federal State Educational Standards. Results and discussion. On the basis of a theoretical study, a list of key concepts related to the problem of choosing pedagogical tools for teaching mathematics was identified. The analysis of available approaches to their definition in a historical perspective and in modern didactics is carried out. Interpretations of all selected terms are given in accordance with the principles of consistency, correspondence to the basic general methodological categories, definitiveness, compliance with the current needs of pedagogical science and practice, subject certainty, predictability. The analysis of the consistency of the declared definitions with the available results in didactics and methods of teaching mathematics was carried out. Conclusion. Based on the results of the study, it can be concluded that the described conceptual apparatus will become a methodological basis for conducting a study on diagnosing the readiness of teachers for a conscious choice of pedagogical tools for teaching mathematics.

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