ANALYSIS OF THE COMPETENCE ORIENTATION OF THE CONTENT OF GEOMETRY LEARNING IN THE EXAMPLE OF STUDYING THE TOPIC "TRIANGLES"

Abstract

In pedagogical theory, there is no unanimous approach to understanding the competence approach and the ways of its implementation in educational activity, therefore this problem is the subject of discussions and research, including in the context of mathematics teaching methods. The formation of mathematical competence in elementary school students in geometry lessons involves the formation of its procedural, logical, technological, research, and methodological components to varying degrees. Therefore, the purpose of the article is to present the results of the analysis of the competence orientation of the content of geometry education on the example of studying the topic "Triangles". To achieve the goal, such theoretical research methods are used as an analysis of scientific and educational, and methodological literature on the research problem, analysis of the content of curricula, programs, and textbooks, and generalization of the work experience of mathematics teachers. We have analyzed the tasks on the topic "Triangles" in seventh-grade textbooks and provided comparative tables of the number of tasks aimed at developing one or another component of mathematical competence. It was concluded that the largest share of tasks is tasks aimed at the formation of procedural competence, and the smallest - is methodological competence. But tasks aimed at forming technological competence are not presented in any of the textbooks. Based on the analysis of textbooks from the fifth to the ninth grades of general secondary education institutions and institutions with in-depth study of mathematics, it was found that all authors try to direct each of their tasks to the development of a certain component of mathematical competence. However, the number of such tasks, which characterizes the components of math competence, differs. There are showing, that the number of tasks for the development of each component of mathematical competence and the age characteristics of the student have a connection.