THE STEM APPROACH IN THE METHODOLOGICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS FOR TEACHING MATHEMATICS

Abstract

The article examines the possibilities of implementing the STEM approach in the methodological training of future primary school teachers for teaching mathematics. The relevance of modernising teacher education in accordance with the principles of the New Ukrainian School, competency-based education, and digital transformation is substantiated. Current scientific interpretations of STEM education are analysed, the role of mathematics as the integrative basis of STEM learning is clarified, and international experience in preparing future teachers for interdisciplinary instruction is reviewed. The purpose of the study is to substantiate the potential of the STEM approach in the methodological training of future primary school teachers for teaching mathematics and to identify the main directions for its implementation in higher education institutions. The methodological framework of the study is based on analysis, synthesis, comparison, generalisation, systematisation, comparative pedagogical analysis, and structural-logical methods. These methods made it possible to generalise national and international research findings, identify the didactic potential of the STEM approach, and develop an author's model of methodological training for future primary school teachers. The study identifies the professional competencies developed through STEM-oriented teacher education and characterises effective methodological tools, including STEM projects, inquiry-based tasks, mathematical modelling, case-based learning, problem-based learning, digital technologies, and generative artificial intelligence. An original model of methodological training for future primary school teachers is proposed, incorporating conceptual foundations, pedagogical conditions, stages of implementation, expected outcomes, and criteria for assessing methodological readiness. Practical examples of integrated STEM tasks and educational projects aimed at developing methodological, mathematical, research, digital, and project competencies are presented. The practical significance of the study lies in the possibility of applying the proposed model and methodological recommendations to improve teacher education curricula, mathematics teaching methodology courses, and the professional preparation of future primary school teachers.