Vlasenko, KaterynaRovenska, OlgaLovianova, IrynaTarasenkova, NinaAchkan, Vitaly2022-09-122022-09-122022A learner-centered syllabus-based approach to engaging master students into research activity / K. Vlasenko, O. Rovenska, I. Lovianova, N. Tarasenkova, V. Achkan // Journal of Physics: Conference Series. - 2022. - Vol. 2288, Issue 1. - Article number 012019 (14th International Conference on Mathematics, Science and Technology Education, ICon-MaSTEd 2022, Kryvyi Rih, 18-20 May 2022). - https://doi.org/10.1088/1742-6596/2288/1/0120191742-6588https://doi.org/10.1088/1742-6596/2288/1/012019https://ekmair.ukma.edu.ua/handle/123456789/23784This paper presents a vision of a team of researchers on solving a problem of engaging future Mathematics teachers into a research activity through implementing personcentred approach to learning and teaching. The authors of the given article present a designed Learner-Centered Syllabus of a training research workshop in Mathematical Analysis for Master students, majoring in Mathematics at teacher training universities. This study presents the structure, the components and the content of a Learner-Centered Syllabus. When giving content to the sections of the syllabus, the developers take into consideration the conditions for personcentredness; creating the atmosphere of acceptance and congruence; shaping in students the personal qualities, which contribute to their research activity; arranging collaboration; engaging students into the assessment process. The researchers in the present study identify orientation at self-development as a key concept of the course policy and make each section of the syllabus personal. The following sets of attributes were used to evaluate the designed Learner-Centered Syllabus: Community, Power and Control, Assessment and Evaluation. The experimental study was done over four years, two groups of Master students majoring in Mathematics became its participants. One group was given a conventional Content-Focused Syllabus of a training research workshop in Mathematical Analysis, while the second group received a Learner- Centered Syllabus, designed in accordance with the Person-Centered Approach to Teaching and Learning. The analysis of the findings of this experiment justified the efficiency of creating a learning environment, which is determined by the emotional components, such as Congruence, Acceptance and Empathic understanding. The present paper also shows a positive impact of the syllabus on the degree of students’ motivation to choose the training research workshop in Mathematical Analysis.enfuture Mathematics teachersarranging collaborationorientation at self-developmentacceptance and empathic understandingsyllabusconference materialsConference materials