The aim of modern vocational education is the development the individual who is flexible enough to adapt to changing situations, is able to independently acquire the necessary knowledge, and the skill to put them into practice to address a variety of emerging issues. The future specialist should think critically, be able to see emerging real world problems, and to look for rational solutions. He must work competently with information, have abilities to collect the necessary facts in order to solve a particular problem, analyze them, and make reasonable conclusions. This article deals with the development of mathematics teachers’ constructive skills during the process of their methodological training, which is closely connected to the informational, explicating, and stimulating functions of a teacher. The article describes features of the constructive skills. The specificity is revealed and definition is given to the key concept of the research, namely “constructive skills”. This paper deals with the forms and methods of the mathematics teachers’ constructive skills development. The article presents the results of experimental work on the mathematics teachers’ constructive skills development. The materials of this article may be of use to those who are interested in the research of methodology of mathematics teachers’ skills training and to the instructors teaching mathematics at different educational establishments.
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