THE COGNITIVE CULTURE OF A MODERN MATHEMATICS TEACHER

Abstract

In the article, the author reveals a concept of cognitive culture of a mathematics teacher, which is a continuation of the generality of scientific thought covering this type of pedagogical competence. The definition of cognitive culture develops its classification by type, function, method of teaching and level of education in accordance with the pedagogical activity of a mathematics teacher. Explanations are provided for each component of the classification, which reveal the distinctive features of the chosen path of self-improvement and self-development by a mathematics teacher. Among the conclusions that are formulated based on the results of the development of the classification of cognitive culture, the absence of any restrictions for the mathematics teacher in achieving new professional and pedagogical goals is established. The definition and classification of cognitive culture are potentially useful for modern mathematics teachers when building their own pedagogical trajectory for further optimization of the educational process.