Model of mathematical competence of a future mathematics teacher

RESULTS AND DISCUSSION
Since in this paper we are talking about the formation of mathematical 
competence of future teachers of mathematics, we will be interested in reflecting 
on the subject preparation of students based on the results of their educational 
activities and the first teaching practice - the first opportunity to evaluate 
themselves through the eyes of students. 
The presented model of mathematical competence is developed on the basis 
of understanding the essence of mathematical competence as a personality trait, 
expressed in the presence of deep knowledge in the field of mathematics and the 
ability to apply them. 
We will define the criteria for the formation of mathematical competence in 
accordance with the components of mathematical competence: motivational - 
value, content - procedural and reflexive. 
Based on the study of A.A. Wilandeberk and N.L. Shubina [2], we 
distinguish three levels of mathematical competence formation: threshold, 
standard, reference. 
We specify the criteria for the formation of mathematical competence using 
indicators for each level and present them in the form of a table. (Table 1. Criteria 
and indicators of formed mathematical competence) 
Table 1. 
Components of 
mathematical 
Levels of formation of mathematical competence 
threshold 
standard 
reference 

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48 
competence 
m
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1) the presence of a 
social attitude to 
the study of 
mathematics; 
2) the presence of a 
social attitude to 
teaching 
mathematics 
1) the presence of 
interest in mathematics; 
2) having an interest in 
learning mathematics 
1) the need to 
study 
mathematics; 
2) the need for 
teaching 
mathematics