Olga V. Tymasheva

The relevance of this research is determined by the need for the digital transformation of teacher education and the search for effective models for training student teachers capable of working professionally in the new digital reality. Methodological training, as the core of a teacher's professional development, is of particular importance. It requires updating of content and technologies considering the didactic potential of neural network tools. The aim of the article is to provide a theoretical justification and a substantive description of promising directions for using neural networks in the methodological training of preservice mathematics teachers. The leading research method was a pilot study, implemented at the Institute of Mathematics, Physics, and Computer Science of V.P. Astafyev KSPU and at the Faculty of Mathematics of A.I. Herzen RSPU, with the participation of 48 students and 11 mentor teachers. During the pilot study, a semi-structured interview was used, which made it possible to identify the educational effects of integrating neural network tools into the methodological training process. The main results of the study: three strategic directions for using neural networks are substantiated and described – creating a "digital twin of a classroom," using neural networks as a simulator for testing lesson fragments, and using an AI simulator for complex pedagogical situations; a differentiation of the methodological competences of a preservice mathematics teacher is developed based on the criterion of the optimal environment for their formation (digital, traditional classroom, real pedagogical practice); pedagogical risks (substitution of live communication, devaluation of empathy) are identified, and a compensatory strategy of "augmented practice" is proposed. The theoretical significance of the article lies in substantiating the role of neural networks as an "intellectual opponent" and a "simulator of pedagogical situations," expanding scientific understanding of the possibilities for the digital transformation of methodological training. The practical significance is that the identified directions can be directly implemented into the educational process of pedagogical universities to modernize the content of methodological training and create educational and methodological support for a new generation.

The relevance of the study is due to the need to develop students' reading comprehension not only in the process of studying the Humanities, but also in the process of learning mathematics. The results of Russian and foreign studies convincingly report about the negative impact of insufficiently developed reading literacy on the quality of mathematical training of students in secondary schools. Reading comprehension at this stage of education is closely related to the development of students' thinking. And deficiencies in the development of skills in working with information, skills of meaningful reading can lead to a situation of academic failure, including that in mathematics. The aim of the article is to identify the components of reading comprehension that are key for students at risk of academic failure, and to describe the ways of their formation in the process of teaching mathematics. Based on the analysis of psychological and pedagogical literature on the problem of developing reading comprehension, the structure of reading comprehension was determined. The results of diagnostic works on assessment of reading comprehension and all-Russian test works in mathematics allowed us to identify the current list of deficiencies in formation of individual actions – components of reading comprehension among students with risks of academic failure, and to develop a scientifically substantiated approach to its formation, which is presented in the form of a model. Methodological recommendations on development of reading comprehension among students with risks of academic failure are given, didactic conditions of the model implementation in the process of teaching mathematics are described. The material of the article is partially tested in educational practice and contains a description of effective ways of formation of reading comprehension among students with risks of academic failure. The theoretical significance of the article lies in the study of new aspects of the development of reading comprehension among schoolchildren. The results of the study expand approaches to solving the problem of reading comprehension development among students and set the vector of search for new effective methodological solutions. The practical significance lies in the possibility of using the presented results to improve approaches to designing the content and organizing the activities of students in mathematics lessons in secondary school.