FUTURE MATHEMATICS TEACHERS IN THE DIGITAL ENVIRONMENT: SKILLS IN SEARCHING, VERIFYING AND USING INFORMATION

Abstract

The article examines the peculiarities of how future mathematics teachers interact with information in the digital environment, focusing on their skills in searching, verifying the reliability, and critically analyzing data. The aim of the study is to analyze the information processing practices of future mathematics teachers, identify challenges in critical data evaluation, and compare their perceptions of digital competence and critical thinking with their actual practices of working with information in the digital environment.

To achieve this goal, a set of research methods was applied, including a survey of students from the Faculty of Physics and Mathematics regarding their information search, verification, and usage practices; content analysis of coursework and qualification papers to assess the level of critical thinking and justification of source usage; and a comparative analysis of students' self-assessments and their actual information processing results.

The study revealed specific features of how students work with information in the digital environment. Key trends in the selection of information resources, methods for assessing their reliability, and their application in academic and research activities were analyzed. A range of challenges was identified, including difficulties in critically interpreting information, justifying conclusions, and applying digital technologies for data analysis. The findings may serve as a basis for improving the educational process aimed at developing critical thinking skills and fostering effective interaction with information in the professional training of future mathematics teachers.

The results indicate that students actively use digital resources for learning, such as video tutorials, educational platforms, and textbooks, while references to scientific articles and specialized databases are less common. The study also highlights students' approaches to verifying information reliability and their difficulties in systematically comparing alternative methods for solving mathematical problems. An analysis of academic papers identified specific issues related to how students engage with sources, particularly in terms of their selection, usage, and argumentation of conclusions.

The findings can be utilized to enhance the educational process by strengthening critical thinking and information literacy skills among students. Recommendations have been proposed to expand practical assignments focused on verifying information reliability, fostering analytical reasoning, and integrating digital technologies into the training of future mathematics teachers.