CONSIDERATION OF INDIVIDUAL-STYLE CHARACTERISTICS IN THE PROCESS OF PROFESSIONAL TRAINING OF MATHEMATICIANS

Growing requirements for modern mathematical education and the need to improve its quality predetermine search application of effective educational technologies practices that take into account individual-style characteristics students. A direct relationship has been established between learning style difficulties applicants face in process. The purpose article is substantiate individual styles process professional training future mathematicians. Research methods: analysis scientific literature, systematization (to clarify key concepts study), questioning determine students), generalization (in order form author's conclusions). essence concept «individual style» clarified as a set stable cognitive behavioral factors student's perception material reactions various situations. Some models are analyzed (Kolb (provides four main types personality behavior (diverges, assimilators, converges, accommodators)), Honey Mumrford (doers, thinkers, theorists, pragmatists), Felder, Silverman (contains dimensions corresponding features («Information perception» – sensitive, intuitive, «Information acquisition» visual, verbal, processing» active, reflective, understanding» consistent, global) their defined. results an empirical study students, mathematicians (according «Learning Style Index», Soloman) presented. necessity taking planning implementation substantiated. In particular, when choosing most optimal forms, methods, teaching technologies, diagnostic tools, adapting ways presenting through visualization, flexible structure classes, gradually, consistently based on difference applicants. Knowledge prevailing determines pedagogical self-regulation ensures effectiveness specialists,