The Use of Project Technology for Teacher Training in the Organization of Olympiad-Level Mathematical Training for Schoolchildren

Introduction. The task of forming an effective system for identifying, supporting, and developing the abilities and talents of children and youth remains a priority. Organizing such efforts is crucial not only due to societal demands but also because students themselves wish to participate successfully in mathematics Olympiads. The aim of our research is to assess the effectiveness of combining pedagogical conditions for training mathematics teachers in master's program of organizing Olympiad mathematics preparation: he use of project-based learning technology and active interaction of students with expert practitioners. The novelty of the study is comparative analysis of the effectiveness of traditional teaching of mathematics teachers in the master's degree and teaching using project technology, which revealed the advantages and disadvantages of both approaches. Materials and methods. Methodological and scientific literature on project-based learning in higher education was studied and analyzed. Surveys were conducted among students who were trained using project methods as well as those who were not, and data obtained from these surveys and observations were systematized and summarized. Results. The study revealed a significant problem: insufficient theoretical and methodological developments for training school teachers to prepare students for successful participation in mathematics Olympiads. To address this issue, a master's program was implemented that provided comprehensive training for teachers on organizing Olympiad mathematics preparation for students. This program was tailored to a specific group of learners-mathematics teachers from general education schools-allowing for the development of a curriculum that considers teachers' experiences in teaching mathematics to students. Furthermore, project-based learning applied during the training helped cultivate essential qualities for educators: creativity, independence, as well as producing specific developments that teachers can use when preparing students for solving Olympiad problems. Discussion and conclusions. In the course of the research, it has been proved that learning mathematics teachers in the Olympiad training of school students is more effective using project-based learning technology and with the involvement of practical teachers in this field. As a result of this work, a comprehensive set of methodologies was developed: identifying gifted children, fostering mathematical abilities, and preparing them to solve Olympiad mathematics problems. These methodologies are applied within the pedagogical process, establishing a vertical structure for Olympiad preparation starting from elementary grades.