MATHEMATICAL EDUCATION: THE PREREQUISITES FOR ITS DEVELOPMENT AND ORGANIZATION OF THE EDUCATIONAL PROCESS IN HIGHER EDUCATION IN UKRAINE (SECOND HALF OF THE XX CENTURY)

Abstract

It is impossible to improve the situation of mathematical education in the higher education institutions of Ukraine without a detailed study of the history of mathematics in the second half of the XX century. Equally important are the preconditions for its development in higher education. The peculiarities of mathematical education and science, the mentioned scientists-mathematicians, researchers who were the founders of mathematical thought. The comparative analysis of hours allocated to mathematical disciplines in the system of professional and secondary mathematical knowledge of the specified period and modern education in Ukraine is conducted. A comparative historical analysis of mathematics programs for secondary and higher education was conducted. Also, on the basis of the Slavic State Pedagogical Institute the subjects of mathematics were selected and the number of hours for their study was analyzed. The article summarizes and systematizes the prerequisites for development, as well as the factors that influenced the peculiarities of the formation of mathematical education in Ukraine. On the basis of historical documents and scientific literature, some important historical information on the development of mathematical education in higher education institutions in the second half of the XX century is presented. The basic tendencies which have historically developed in higher education in the specified period and directions of its development and gradual development are analyzed. The development of mathematics took place at a time when higher education pedagogical institutions did not prepare true teachers of their own business, and graduates were those who had mastered the history of the Communist Party of the Soviet Union (CPSU). This was also the case in reducing the number of hours allocated to mathematical subjects. But the end of the 80-s - the beginning of the 90-s was marked by the fact that there were changes in school and high school, and the era of the revival of science began. The need for highly skilled specialists has increased significantly, which has led to an in-depth study of mathematics, and in particular, mathematics as a science. In the article, we have divided the study of mathematics into two parts (primary and secondary), which differ in society and educational outcomes. The path to the development of mathematical education was played by the then-present vision of the situation, from the then socio-political state, as well as the lagging behind the present science through a weak material and technical base.