Aidar M. Kalimullin

Background. The development of psychological science in the context of educational practice stimulates researchers to seek for a scientific explanation of phenomena that are often used without proper justification. The article is devoted to the analysis of “math anxiety” in an interdisciplinary context. 
In 2000, the All-Russian conference “Mathematics and Society. Mathematics education at the turn of the century”, organized by academician V.A. Sadovnichy took place in Dubna. At the conference V.A. Sadovnichy convincingly substantiated the growing role of mathematics in the 21st century and the importance of its results and applications not only for specialists, but also in all spheres of society — from theoretical physics and computer technology to the humanities and art history. In this regard, V.A. Sadovnichy pointed out the danger and inadmissibility of pseudo-scientific sophistications and pseudo-pedagogical speculations in the field of the meaning and difficulty of mathematics as a subject of teaching and problems related to it. We will look at one of these pseudoscientific concepts, the so-called “math anxiety,” in this article.
Objective. The purpose of this article is to systematize and analyze data on “math anxiety” and critically comprehend this phenomenon. 
Method. The methodological basis of the article is the cultural-historical, as well as activity-based approaches, developed in line with leading Russian psychology schools of L.S. Vygotsky, A.N. Leontyev, A.R. Luria, P. Ya. Galperin, and others. 
Results. Developing the ideas of cultural-historical psychology and activity theory in the context of education, Russian psychologists emphasized the special importance of research focused on practical problems related to learning. At the same time, referring to “math anxiety” can distract researchers from the real problems in teaching mathematics and other subjects. The joint efforts of psychologists, teachers, psychiatrists, neurologists and other specialists are important for the successful solution of educational problems. The development of issues of the content and methods of mathematics education, a psychological analysis of the difficulties experienced by both children and teachers, will contribute both to the development of psychological science and to the strengthening of its connections with educational practice.

Background. The relevance of this study is explained by the fact that Russian system of higher teacher education is experiencing a historical turning point. Pilot projects conducted in order to reform the system of teachers raining at universities of different types (Moscow State Pedagogical University and Baltic Federal University) actualize the issue of the optimal path for the development of this system. In this context, the study of the historical development of teacher education is extremely important for understanding the current state of the national teacher training system.

Objective of this article is to provide a historical justification for the duality of the national pedagogical system, which influences its current state and the prospects for future development.

Data Sources. Reviews, regulatory and programme documents on the organization of Russian pedagogical education in the pre-revolutionary, Soviet and modern periods, as well as scientific works on the history of the teacher training were considered.

Results. Methodological dualism was initially embedded in the methodology of pedagogical education in Russia, starting from the 18th century. It defined the long-term confrontation between the competence-based and fundamental approaches in teacher training. The history of teacher training demonstrates examples not only of the dominance of one of the approaches in educational practice, but also of a reasonable consensus between them in different historical periods.

Conclusions. In the history of teacher education in Russia, two leading trends can be traced in the creation and reform of teacher training institutions: the training of teachers in classical universities and the development of specialized pedagogical educational institutions.