Model of mathematical competence of a future mathematics teacher

C
o
ntent 
- 
pr
o
ced
ura
l 
1) basic terms of 
mathematics; 2) 
theoretical 
foundations of 
mathematics; 3) 
actual problems of 
mathematics in the 
framework of 
educational 
information 
1) interdisciplinary 
foundations of 
mathematics; 
2) basics of scientific 
communication; 
3) terminological 
system of mathematics 
1) ways and 
methods of 
conducting a 
scientific 
discussion; 
2) actual problems 
of mathematics 
that go beyond 
educational 
information; 
3) the latest 
theories, 
interpretations, 
methods and 
technologies in 
mathematics 

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49 
refl
ecti
v
e 
1) the ability to 
exercise self-
control and self-
assessment of 
mathematical 
knowledge and 
skills; 2) the ability 
to conduct self-
assessment of the 
application of 
mathematical 
knowledge and 
skills in the 
professional field 
1) periodic self-control 
and self-assessment of 
mathematical 
knowledge and skills; 
2) periodic self-
assessment of the 
application of 
mathematical 
knowledge and skills in 
the professional field 
1) regular self-
control and self-
assessment of 
mathematical 
knowledge and 
skills; 2) the 
desire for constant 
self-assessment of 
professional 
activity through 
the results of the 
activities of 
students; 
3) self-correction 
of knowledge and 
skills based on the 
results of self-
assessment 
For the content-procedural criterion, the indicators proposed by A.A. 
Wilandeberk and N.L. Shubina [2], for the motivational-value and reflexive 
criteria, the indicators are determined according to the selected levels of the 
formation of mathematical competence. 
Thus, the essence of the mathematical competence of the future teacher of 
mathematics is determined, the criteria, indicators and levels of its formation are 
indicated. 
The main goal of introducing the model into the educational process of the 
university is to identify factors that effectively influence the formation of the 
mathematical competence of future teachers in the process of their education. The 

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50 
formation and development of the mathematical competence of the future 
mathematics teacher is carried out in the educational, research and educational 
processes. The integration of these processes improves the quality of training. The 
competence composition of the mathematical
competence of a mathematics 
teacher includes: 
• knowledge and skills in the subject area; 
• possession of mathematical terminology; 
• communicative competence; 
• willingness, ability, ability to develop the mathematical competence of 
students; 
• didactic and creative abilities, the ability to apply existing knowledge in 
practice. 
Formation of mathematical competence of students is realized at lectures, 
practical classes, when performing independent work in subjects in the specialty, 
when passing pedagogical practice at school. It can be noted that lectures, practical 
classes and various types of practices are potentially more productive in terms of 
the formation of mathematical competence of future mathematics teachers.