Formation of the historical component of the mathematics-methodical culture of the future mathematics teacher

Abstract

Abstract: Problem statement. In the context of higher pedagogical education reform in Ukraine and Europe, particularly under competency–based approach, digital transformation, and humanization of mathematical education, there is insufficient integration of the historical component into future mathematics teachers’ training. This leads to students and pupils perceiving mathematics as an abstract discipline detached from cultural–historical context, reduced motivation, limited development of critical thinking, and teachers’ professional reflection. The lack of systematic formation of the historical component in mathematical–methodical culture hinders preparation of teachers capable of conveying not only knowledge but also understanding of mathematics as a dynamic product of human activity with sociocultural significance. Purpose of the article. The purpose of the study is to analyze modern theoretical and methodical approaches to forming the historical component of future mathematics teachers’ mathematical–methodical culture and to develop practical recommendations for its systematic integration into higher education programs. Research methods. Theoretical methods were applied: systematic analysis of scientific literature (2020–2025), synthesis, generalization, comparative analysis of approaches to integrating history of mathematics in teacher education. Empirical data are based on review of international and Ukrainian sources highlighting dialogic, biographical, case–study, and digital methodologies. The novelty lies in combining traditional (analysis of original texts, biographical projects) and innovative (VR simulations, AI tools for historical analysis) means, considering national context (contributions of Ukrainian mathematicians). Main results of the study. It is substantiated that the historical component is a key element of mathematical–methodical culture, contributing to humanization of education, overcoming stereotypes of mathematics abstraction, increasing motivation (by 50-60% according to empirical data), developing critical thinking, and professional identity. A set of methodologies is proposed: analysis of original sources (Euclid, Descartes), biographical and case projects, dialogic seminars, digital reconstructions (VR journeys through historical eras, online archives), mathematical celebrations with reconstruction elements. Pedagogical conditions for implementation are identified: instructor training, resource access, voluntary student participation, regional adaptation. Comparative analysis of approaches (table) confirms advantages of hybrid methodologies in overcoming barriers (time constraints, technical limitations). Conclusions. Systematic integration of the historical component into mathematics teacher training is essential for forming competent, reflective educators capable of humanizing mathematical education and enhancing its effectiveness. Developed recommendations (minimal integration into core courses, creation of specialized modules with digital elements) enable overcoming existing challenges. Prospects for further research include empirical validation of proposed methodologies in Ukrainian HEIs, development of online platforms for historical–mathematical simulations, and studying their impact on graduates’ professional adaptation.