Keyword: «international medical students»

The relevance of this study is dictated by the need to improve the effectiveness of teaching mathematics to international medical students. This category of students faces difficulties associated with uneven levels of Russian language proficiency and varied basic mathematical background. Traditional approaches do not fully bridge the gap between the assimilation of terminology and the development of conscious mathematical operations. In the context of the digital transformation of medicine, the role of physicians' mathematical competency is increasing, making the search for new methodological solutions a pressing task for higher education pedagogy. The aim of the study is to develop and experimentally validate a comprehensive methodology for teaching mathematics to medical students that integrates an activity-based approach, P. Ya. Galperin's theory of the stage-by-stage development of mental actions, and linguistic and methodological support, based on a comparative analysis with traditional education. Based on this foundation, a model was developed that includes target, content, process, linguistic-methodological, and evaluative-reflective components. The key idea is the gradual interiorization of mathematical actions, which allows for the synchronized development of mathematical and linguistic competences The results of the experimental work with the participation of foreign students from two medical universities showed a statistically significant superiority of the experimental group over the control group. The increase in subject-specific mathematical indicators in the experimental group was significantly higher than in the control group. The data obtained confirm the effectiveness of the worked out method in developing conscious mathematical operations, generalized references, and professionally relevant mathematical language. The theoretical significance lies in the enrichment of the theory and methodology of teaching mathematics in medical universities by integrating an activity-based approach and linguodidactic principles as applied to international students. The practical significance lies in the potential of implementing the developed model in the educational process of medical universities, using diagnostic tools, and creating teaching and methodological support that takes into account linguistic interference and the professional focus of teaching mathematics.