This article examines some of the problems that are at the intersection of the sets of issues formulated in the ecology of personality, pedagogy, methods of teaching mathematics. It is proposed to consider the pedagogy not as experimental knowledge, but nevertheless as applied philosophy, following S.I. Gessen. It is also suggested to understand the methodology of teaching mathematics not only as a system of knowledge that has an independent history of development, but as a complex system associated with cultural traditions, psychophysical capabilities of an individual existing in the ecoenvironment, an integral part, which is the micro- and macroenvironment of the individual. The authors consider that the interaction of environments can be formally described in some cases by mathematical methods, and, therefore, build mathematical models of pedagogical activity. In particular, the compared in learning process, vocabulary complexes of students give a lot of information to the teacher and provide an opportunity to control the flow of educational information.
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