Fundamentalisation of professional training of future teachers of mathematics and computer science in the conditions of digitalisation

Relevance. Teachers of mathematics and computer science play an important role in shaping the fundamental knowledge students. This manifests itself form in-depth theoretical knowledge, readiness to apply it practice, critical attitude information, creativity their actions. In conditions digital transformation, enables individual take active part life modern society generate new decisions unfamiliar situations. The aim article is identify due strategies for professional training teachers digitalisation education, those who are ready implement educational process at school with a focus on transfer knowledge. Methodology methods. methodological basis research involves: systemic approach defining teacher as subject ecosystems; environmental characterising potential environment; activity-based future towards enhancing ability system results study presented by describing trend modernisation essence fundamentalisation establishing interrelation between these processes. priorities space helping improve work aimed formation students’ make more efficient, rational, dynamic creative, include: continuous online support process, availability high-quality verified variable content, personalisation trajectory each student, operational feedback monitoring learners’ academic achievements, flexibility programmes, create sustainable motivation, involvement learning through use tools (virtual simulators laboratories), interactivity, multimediality hypertextuality environment, automation teacher’s routine activities, etc. Conclusion. Fundamentalisation education viewed solid, profound basic person’s scientific worldview allowing integration this interdisciplinary links, enabling person continuously engage self-education. can be used development programmes pedagogical baccalaureate, supplementary providing science, students relying environment resource.