A competence-based methodological framework for meaningful derivation of formulae for areas, surface areas and volumes in the preparation of future mathematics teachers
DOI:
https://doi.org/10.55630/mem.2026.55.163-170Keywords:
inductive-integrative didactic framework, methodological competence, geometric modelling, meaningful derivation of formulae, preparation of future mathematics teachersAbstract
The article focuses on the development of the methodological competence of future mathematics teachers through a systematic approach to teaching formulae for areas, surface areas and volumes of geometric figures in secondary school. A conceptual–methodological model is proposed, including a competence-based methodological framework for the meaningful introduction of the formulae. This framework reveals how the formulae should be introduced by the teacher and is therefore intended for university training in “Methodology of Mathematics Education”; it includes didactic technologies for the formation of methodological skills in students. The model employs object–activity modelling, geometric transformations, analogies and generalisations to achieve conceptual understanding and learning situations for professional reflection of future mathematics teachers.
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