Model of mathematical competence of a future mathematics teacher

Pedagogical Institute 
 
Abstract: 
A model of mathematical competence of a future mathematics 
teacher is presented. The structure of the professional competence of a 
mathematics teacher includes the following components: value (value self-
determination in relation to pedagogical activity), organizational and motivational 
(ability for personal growth, building an individual educational trajectory of self-
improvement), knowledge (a certain level of mathematical knowledge acquired in 
the educational process and in self-study) , methodical (possession of methods for 
the formation of mathematical concepts, learning to solve mathematical problems), 
operational activity (skills and skills of operating with mathematical objects, self-
regulation), individual psychological (the presence of professionally important 
personality traits), social (determines the socialization of the personality of a 
mathematics teacher in communication with students), evaluative-reflexive 
(reflection, introspection, the teacher of mathematics has his own ideas about the 
norms of professional activity and its development), correctional (correction of the 
result information about the professional activity of a mathematics teacher). The 
criteria and indicators of the formation of mathematical competence are 
determined according to the selected levels: threshold, standard, reference. 
Keywords: 
mathematical competence, competence, competence approach, 
motivational-value, content-procedural, reflexive component, criteria, indicators, 
levels . 
INTRODUCTION

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The concept of "competence", "competence", "competence-based approach" 
is actively included in the scientific and everyday circulation, characterizing the 
appropriate level of professional qualification of a specialist. Competence acts as 
an idea, as a standard of high-quality specialist training. The core of competence is 
the orientation of a specialist in professional values. 
In the context of the increasing complexity of the tasks facing the school, the 
requirements for the teacher, his professionalism and personal qualities are 
increasing. Recently, professional competence has become a generally accepted 
characteristic of a teacher's professional activity - a characteristic that reflects not 
only professional knowledge, but also the ability to rely on them in their 
professional activities, the teacher's attitude towards students and personal 
qualities. In a period of increasing demand for highly qualified pedagogical 
personnel special attention is paid to the improvement of the professional 
competence of a middle-level teacher, in particular a teacher of mathematics. 
The structure of the professional competence of a mathematics teacher 
includes the following components: value (value self-determination in relation to 
pedagogical activity), organizational and motivational (ability for personal growth, 
striving for volitional tension in achieving the goals of professional and creative 
activity, building an individual educational trajectory of self-improvement), 
knowledge (a certain level of mathematical knowledge acquired in the educational 
process and in self-study, as well as knowledge of methods for obtaining and 
transmitting mathematical facts, the role of mathematical disciplines in building a 
school mathematics course), methodical (possession of methods for the formation 
of mathematical concepts, learning to solve mathematical problems, mastering 
meaningful lines , designing and analyzing a lesson), operational-activity (skills 
and skills of operating with mathematical objects, self-regulation, the ability to 
apply knowledge and experience to specific situations of professional activity, 
make decisions, choose a program of action), individual-psychological (presence 
of professionally important personality traits) , social (determines the socialization 

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of the personality of a mathematics teacher in communication with students, the 
level of assimilation and reproduction of social experience by an individual, 
interaction with society), evaluative-reflexive (reflection, introspection, the 
presence of a mathematics teacher's own knowledge of the norms of professional 
activity and its development, awareness of the choice of strategy and tactics of 
individual professional training), correctional (correction of the results of the 
professional activity of a mathematics teacher).