Designing innovative educational system for teaching mathematics in general education organizations based on an integrative approach

Statement of the problem. A dynamically developing society actualises the need to create innovative educational systems oriented towards new approaches to the formation of human potential. Mathematics determines the level of socio-economic development. The new educational benchmarks condition the development of a new-level mathematical education at general educational organisations taking into account the pedagogical realities and the socio-economic prospects of the social development. The purpose of the research is to substantiate the need for designing innovative educational systems of teaching mathematics at general educational organisations and to describe the results of the study confirming the validity of the choice of integrative educational space of teaching mathematics as an innovative educational system of mathematical education. The methodology of the research is based on the qualitative approach to studying scientific papers on methodology of education and pedagogical activity, scholarly works on the theory and methodology of general mathematical education, regulatory documents, specialised guidance papers, as well as the analysis and systematisation of the available experience of designing educational systems. The methodological basis of the research relies on integrative and systemic approaches. Research results. The paper substantiates the pressing need in due development of mathematical education at general education institutions as innovative educational systems for teaching mathematics. The notion of “innovative educational system” has been clarified. The integrative educational space is proposed in the capacity of innovative educational system - as a form of organisation of mathematical education at general education institutions. The comprehensively described structural/functional model of integrative educational space for teaching mathematics at general education institutions contains due possibilities for constructive changes and may be realised in different conditions, thus allowing for effective organisation of mathematical education. Conclusion. The significance of the research lies in the possibility to create a variety of trajectories of students’ personal development with regard for the socio-economic context and pedagogical realities, which will solve a number of pedagogical problems efficiently and ensure high-quality secondary general mathematical education in the long term.