CRITICAL THINKING AS AN IMPORTANT COMPONENT OF MATHEMATICAL COMPETENCE OF FUTURE TEACHERS OF MATHEMATICS

Abstract

A large amount of information that is constantly changing, the need to find new ideas and develop effective solutions to complex problems in a high-tech society lead to an increase in the level of mental activity of each individual, in particular, critical thinking. This is becoming the most urgent task of modern education. Teaching mathematics has a significant potential for the development of critical thinking, since the creation, research and justification of mathematical models of various processes requires the use of appropriate mathematical apparatus.

The article substantiates that critical thinking is one of the defining components of the mathematical competence of future mathematics teachers. On the basis of a comparative analysis of different interpretations of the concept of critical thinking in psychology and pedagogy, it is interpreted as a separate type of thinking, which defines a purposeful productive mental activity, characterized by a person's ability to outline a problem, independently find and analyze the necessary information, justify their opinions, strive to find optimal solutions , to be open to receiving other views. The theoretical foundations of the development of critical thinking at the level of indicators, principles, properties, techniques and stages are highlighted.

Pedagogical conditions are clarified and tasks are formulated, the implementation of which in the educational process of institutions of higher pedagogical education ensures the formation of this type of thinking when studying mathematical disciplines. It was found that mathematical problems, the solution of which requires complex research and the choice of the most effective way of obtaining the correct result, are an effective tool for developing students' critical thinking. In this context, the research technology of the problem from the educational discipline "Mathematical analysis" on the existence of a boundary at a point for a function of two variables is described.