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Modern challenges of the system of mathematical training of schoolchildren lead to an increase in subject professional deficits of a mathematics teacher. Monitoring the teacher’s professional deficits allows them to be leveled in a timely manner, thereby improving the quality of the educational process. However, the theory and method of identifying them has not been studied much. This makes it possible to state the problem of research, which consists in determining the conceptual basis of the methodology for identifying subject professional deficits of a mathematics teacher. The purpose of the article is to develop a methodology for identifying subject professional deficits of a mathematics teacher. Methodology. The methodological basis of the study was a competent approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as the basis for diagnosing professional deficits of a mathematics teacher; federal state educational standard for higher education in the field of training “Pedagogical education”; professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education. Module “Subject training. Mathematics”, the requirements of the federal state educational standard for the mathematical training of students in a general education school). The study used methods of analyzing special literature and normative documents, pedagogical modeling and design, mathematical processing of information. Results of the study. The basic principles of the methodology for identifying subject professional deficits are formulated and substantiated: expediency, diagnosticity, systemicity and advance. Based on these principles, the authors developed a methodology for identifying subject professional deficits of a mathematics teacher. The example shows the main stages and results of diagnosing subject deficits of a mathematics teacher in the field of combinatorics and probability theory.

Modern challenges of the system of mathematical training of schoolchildren cause the growth of subject professional deficits of a mathematics teacher. However, the question of how to identify and level these deficits remains open. This makes it possible to state the problem of research, which consists in finding effective methods for overcoming the subject deficits of a mathematics teacher. The purpose of the article is to determine a modern approach to modeling additional professional educational programs for overcoming subject deficits of mathematics teachers and to develop a structural-meaningful model of an additional professional educational program “Subject deficits of a mathematics teacher”. Methodology. The methodological basis of the study was a competency approach as the basis for structuring the professional competencies of a mathematics teacher; a variable-modular approach as a constructive basis for structuring the model of an additional professional educational program; a systematic approach as the basis for diagnosing the professional deficits of a mathematics teacher; professional standard of a teacher (Module “Subject training. Mathematics”), the requirements of the federal state educational standard for the mathematical training of students in a comprehensive school. Methods of analysis of special literature and regulatory documents, pedagogical modeling and design were used. Study results. The conceptual foundations of modeling an additional professional educational program to overcome the subject deficits of a mathematics teacher have been identified. A structural model of the additional educational program “Subject deficits of a mathematics teacher” is presented. Conclusion. A distinctive feature of the additional educational program presented in the article “Subject deficits of a mathematics teacher” is that it consists of modules that design the continuous process of professional growth of a mathematics teacher in the context of targeted, personalized assistance to practicing teachers, through the selection of variable program modules.