Mathematical training of schoolchildren and students in the Republic of Tyva under the conditions of bilingualism

Statement of the problem. The article deals with the issue of the peculiarities of the formation of mathematical training of schoolchildren and students of the Republic of Tyva. The problem is caused by the bilingualism that has historically developed in the Republic: education at the university is conducted in Russian, while a significant part of students who have come from remote regions of Tuva do not speak Russian well, which complicates the acquisition of educational material.In this regard, the problem of developing a mathematics course for university students is actualized which would take into account the specifics of Tuvan-Russian bilingualism. The purpose of the article. The aim of the article is to provide guidelines for the development of an adaptive e-learning course in mathematics for engineering students, taking into account the level of Russian language proficiency by junior students. Methodology (materials and methods). The research methodology is based on the analysis of the features of Russian-Tuvan bilingualism, which affect the process of mathematical preparation of schoolchildren and students of the Republic from the standpoint of a competence approach and taking into account both the ethnopedagogical specifics of modern education and existing approaches in the field of adaptive learning in electronic educational systems. Research results. The issue of mathematical training of schoolchildren and students of Tuva has been analyzed from the standpoint of the Tuvan-Russian bilingualism historically formed in the Republic of Tuva. It is shown that the insufficient level of Russian language proficiency by junior students is a certain obstacle to studying mathematics at university. To teach future engineers mathematics it is proposed to develop and use an adaptive e-learning course in this subject, capable of taking into account, among other things, the student's current level of Russian language proficiency. Conclusion. The author recommendations on the development of an adaptive e-learning course, which have the ability to take into account the level of students' Russian language proficiency, proposed in the article, can be implemented when creating such a course focused on the formation of the mathematical competence of students - future engineers studying at Tuva State University.