Технологія проєктування математичних ситуацій у процесі викладання загальних та спеціальних методик логіко-математичного розвитку дітей

The article reveals the theoretical and methodological foundations of the technology for designing mathematical situations in the process of teaching general and special methods of logical and mathematical development of preschool children. The relevance of the study is determined by contemporary challenges in preschool and special education, which require high-quality professional training of future teachers capable of organizing children’s mathematical development while taking into account age-related, individual, and special educational needs. Logical and mathematical development is considered not as an isolated formation of elementary mathematical concepts, but as a holistic process of cognitive development based on the active involvement of mental operations, practical actions, and educational dialogue. The concept of a «mathematical situation» is substantiated as an object of pedagogical design in the professional training of students majoring in preschool and special education. Its structural components, didactic functions, and key characteristics are identified, including goal orientation, contextuality, play-based nature, and variability. The possibilities of implementing the technology of designing mathematical situations within the content of the courses Methods of Logical and Mathematical Development of Preschool Children, Special Methods of Forming Elementary Mathematical Concepts, and Special Methods of Mathematics are analyzed. The article presents examples of mathematical situations that model real-life contexts and contribute to the formation of children’s understanding of quantity, shape, space, and time. It is proved that the use of the technology of designing mathematical situations in the professional training of specialists in preschool and special education ensures the development of their methodological competence, the ability to design the educational process, adapt learning content, and implement learner-centered and activity-based approaches in working with preschool children, including children with special educational needs. The materials of the article can be used in teaching professional methodological disciplines, organizing practical classes, and developing authorial courses and educational and methodological support for the logical and mathematical development of preschool children.