THEORETICAL ANALYSIS OF THE DEFINITION OF MATHEMATICAL COMPETENCE OF STUDENTS IN THE WORKS OF UKRAINIAN AND FOREIGN SCIENTISTS

Abstract

The relevance of the article lies in the fact that the work examines and summarizes the mathematical competence of students in the works of Ukrainian scientists. The paper analyzes the mathematical competence of students in the works of Ukrainian scientists, based on the fact that Ukraine entered the Single European Space of Higher Education and Science, which provides for the subordination of the Ukrainian educational system to the Bologna Declaration, which formulated the concept of international recognition of educational results and expressed the wish that academic the community has developed mutually relevant and generally understood criteria for such recognition. During the transition to the Bologna process, various versions of such criteria were actively developed, which are based on the competence approach.

The competence approach in teaching students makes it possible to build a clear learning system, resulting in the formation of subject and key mathematical competence. After analyzing the works of researchers, we came to the conclusion that the mathematical competence of students is an acquired characteristic of the personality, which, on the one hand, combines values, motives, mathematical knowledge, skills, abilities, personal qualities; on the other hand, it is manifested in the readiness and ability to solve professional problems, in the student's understanding of the essence of the method of mathematical modeling and the possibility of using it at least at the pre-mathematical level in professional activities. Scientists have identified the following components of mathematical competence: value-motivational (axiological) component, general cultural component, educational and cognitive (cognitive) component, information component, intellectual component, communicative component and worldview component.

It is determined that the components of mathematical competence are aimed at the comprehensive development of the individual and the need for mathematical competence, which consists of two groups of components.