Keyword: «subject-communicative culture»

The article is devoted to the problem of expanding the understanding of the subject-communicative culture of a modern mathematics teacher, working primarily in classes with in-depth study of mathematics. It is proposed to supplement it with techniques for conducting a neo-Socratic dialogue. The relevance of the problem comes from the theoretically identified and substantiated in the course of a previously conducted study potential opportunities that the neo-Socratic dialogue method has in teaching geometry, primarily when working with complex geometric problems. Sometimes it is impossible to implement them in the process of teaching students due to the fact that practicing teachers have extremely vague ideas about Socratic (neo-Socratic) dialogue, ways of organizing it and its educational opportunities. The aim of the article is to identify and substantiate, based on the results of the study, the difficulties that arise for a current mathematics teacher in applying the neo-Socratic dialogue method in the process of teaching students mathematics (geometry). The article presents the results of the analysis of conceptual-normative and scientific sources on the identified problem, which indicate that the ability to use neo-Socratic dialogue and the value of its use to improve the quality of mathematical education have not been sufficiently studied. Experimental work with current teachers and graduate students working at school as mathematics teachers showed that they were not familiar with the characteristics of Socratic dialogue, experience significant difficulties in the process of using it in teaching students, although they admitted its potential for improving the quality of teaching students mathematics, primarily in classes with in-depth study. The ways of improving the level of proficiency of current mathematics teachers in the method of neo-Socratic dialogue are outlined. The theoretical significance of the article consists in highlighting the subject-communicative culture of mathematics teachers as an integral part of their professional culture and including in it the proficiency in the method of Socratic dialogue. In addition, the main points and specifics of conducting a neo-Socratic dialogue in the process of teaching mathematics are highlighted. The practical significance lies in the justification of the need to include in the content of advanced training for mathematics teachers theoretical issues and practical techniques for organizing neo-Socratic dialogue when implementing an advanced level program.