Abstract
The success of the cognitive process is largely determined by the level of development of students’ meta-cognitive structures. The demand for continuous selfeducation in response to the challenges of the changing world determines the understanding that university training of future teachers should include the formation and consolidation of a set of meta-cognitive knowledge and strategies in their experience. The article aims at actualizing the problem of forming students’ meta-cognitive experience and offering recommendations for its solution within the framework of university training of mathematics teachers. The empirical data were obtained by conducting a survey of first-year students, future teachers. Based on the aspect analysis of scientific literature, the main characteristics of meta-cognitions were identified and generalised, the concept of “meta-cognitive experience” was clarified. Summing up the results of previous studies presenting productive practices focused on the development of meta-cognitive knowledge and strategies in the learning process, as well as generalization of own pedagogical experience made it possible to identify the main conditions, the provision of which in the process of teaching students in pedagogical educational programs will contribute to the formation of meta-cognitive experience. The article presents an example of organizing learning activities of students, future teachers of mathematics, in the framework of the discipline “Additional Chapters of School Geometry”, focused on the simultaneous formation and consolidation of subject, cognitive and meta-cognitive knowledge and strategies in students’ experience.