Personalized technology for organizing correctional self-educational activities for students with different educational needs in the study of mathematics

The ability to take into account the needs of each individual by creating a modern educational space around him for receiving continuous and distance learning in the education system of the Russian Federation is extremely relevant at the present time. The article examines the analysis of the state of application of the personified technology of organizing corrective self-educational activities for students with different educational needs in training technical specialists. The problem of the readiness of future competitive engineers to master the disciplines of the mathematical cycle is relevant for students, including those with individual educational needs. The problem of inclusive education, which consists in the joint education and upbringing of students with disabilities and those who do not have such limitations, is not only relevant, but also poorly studied. Inclusive education currently only forms its own methodology, principles and methods, develops approaches to teaching, learning and the development of the holistic personality of students. The implementation of the educational process in a higher educational institution should take into account the peculiarities of inclusive education. The issues of increasing the level of students' mathematical abilities, taking into account the competence approach in the education process, are considered. The concept of a personified technology for organizing corrective self-educational activities for students who want to independently master and eliminate gaps in the basic geometry course, as well as increase the level of application of geometric skills on problems of professional topics and increased complexity is stated. contain an analytical review of the use of personalized technology for organizing corrective self-educational activities for students with different educational needs in teaching mathematics.