Mathematical Modeling Methods in Teacher Education

Abstract

The aim is to establish a link between the methodological principles of integral mathematics and the principles of mathematical modeling for a holistic perception of methodological objects of various fields of knowledge and their more effective application in the strategy of modern teacher education. 
Methods. To achieve this goal, methods of cluster analysis of models of mathematical structures and their comparison with similar structures in other subject areas are used, as well as methods of factorization of models by types of their representation. 
Results. Combining various modeling methods and approaches and basic mathematical structures, preferring matrix representations of knowledge, the methodological basis for analyzing knowledge of various subject areas using mathematical modeling of objects and natural phenomena is determined. Using the example of the cognitive matrix model, the connection between the basic concepts of logic, algebra, analysis of variance and probability theory is established. 
Conclusions. It has been established that it is advisable to analyze knowledge of any subject area and monitor the educational and scientific activities of a subject in a specific environment using mathematical models. In the research strategy of models, cognitive matrices that are closely related to the components of educational activity turn out to be the most effective.