Parameters of assimilation of the topic as a coherent whole.
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for example, indicates scores reflecting the degree to which the topic
“Elementary Functions” has been assimilated as a coherent whole by
experimental (E) and control (C) groups of students (p. 32).
Stefanova’s study (1996) is devoted to the methodological prepa-
ration of future mathematics teachers. She also considers the system
of such preparation as a coherent whole. Along with traditional
components (such as the goals, content, and methods of instruction)
she emphasizes the expected results of instruction, “which are of a
highly personalized nature” (p. 12). The importance of a personalized
approach in general is emphasized in every possible way by her [note
that among the goals of methodological preparation, along with
competence and professionalism, she also lists individuality (p. 26)].
Stefanova proposes a model for the content of teacher preparation and
a model for testing out the functioning of the system. Among her
contributions are the development of programs for a series of courses,
which have been successfully taught over a number of years, and a
textbook that is used at various pedagogical universities.
While Stefanova studies questions connected with the entire system
of the methodological preparation of teachers (which involves the
methodological interpretation of mathematical knowledge, the impor-
tance of which she stresses and which may in principle occur in various
different courses), Liubicheva’s (2000) dissertation, which relies on
Stefanova’s work, is devoted to issues connected specifically with
planning a course on the methodology of teaching mathematics. The
author’s conception devotes particular attention to planning teaching
activity, to her own teaching of future teachers, to the formation
of teachers as “subjects who direct the pedagogical process” (p. 7),
and to the development of mathematical communication abilities. She
developed a new program for the entire course on the methodology of
teaching mathematics (which lasts several semesters).
The work of Kuchugurova (2002), carried out under the scientific
influence of Smirnov, has as its aim the “theoretical and practical
grounding of an innovative model of the process of the formation of the
future mathematics teacher’s professional–methodological abilities”
(p. 6). The researcher emphasizes the importance of a systematic and
unified approach, on the one hand, and the problem of a personalized
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