Keyword: «didactics of mathematics»

The relevance of the research is related to building mutually beneficial cooperation between Russia and China. Such cooperation can take place in many directions and in many areas, but we were interested in the problems of pedagogy, affecting the issues of possible cooperation between Russian and Chinese teachers in the field of didactics and methods of teaching mathematics in preparation for entering universities. The research provides a descriptive comparative characteristic of the mathematical content of the discipline and its structuring in the preparation of applicants for the entrance exam in mathematics in Chinese and Russian universities. The subject of the research was determined by the content of the educational material of only three topics: set theory; functions, their properties and graphs; trigonometric functions. The limitation in the subject is due to the limited scope of the article. These topics are traditionally studied in our schools, and are also submitted for control when passing the entrance exam to universities. The purpose of the research is to find the similarity and difference between the Russian and Chinese didactics of mathematical education, reflected in the textbook for preparing applicants for entering universities in China and Russian textbooks and teaching aids. The article provides an analysis of the content and didactic aspects of mathematical content necessary to prepare applicants for entering universities in China in comparison with Russian mathematical educational traditions. The main approach to the research was a comparative analysis made according to the following criteria: the content of educational material in mathematics and its didactic aspects. As a result of the study, it may be concluded that the content of mathematical education and its didactic aspects are in many ways similar and practically coincide with the didactics of school mathematics in Russia. This similarity can ensure continuity in the transition from studying in Russian schools to studying in Chinese universities and vice versa. The found differences can mutually enrich not only didactics, but also teaching methods in both countries. The theoretical significance of the study consists in raising the question of the potentials of interaction between Chinese and Russian university teachers in the field of didactics and methods of teaching mathematics in universities. Further research can expand and ensure real cooperation between the two neighboring countries in the field of mathematical education.