45
Mathematical competence is one of the components of the professional
competence of a future mathematics teacher.
When forming mathematical
competence, it is first necessary to determine its structure and content, to identify
the criteria and indicators of its formation.
There are various approaches to the definition of this concept, in our work
we use the definition given in the dissertation of N.G. Khodyreva [5].
Mathematical competence in our understanding is presented as an integral
property of a person, expressed in the presence of deep and solid knowledge in
mathematics, in the ability to apply existing knowledge in a new situation, the
ability to achieve significant results and quality in activity.
In other words,
mathematical competence implies the presence of a high level of knowledge and
experience of independent activity based on this knowledge.
Having studied a number of dissertation studies on the formation of
mathematical competence, we have identified the following structural components
of mathematical competence: motivational -value, content-processive, reflexive
(N.G. Khodyreva [5]).
Despite the differences in the terminology used, different authors agree that
the ability to achieve significant results in mathematical activity is determined by
the presence of a system of knowledge and skills,
motives for carrying out
activities and value orientations in the field of mathematics, as well as the
formation of reflective and evaluative skills. Considering the above, the approach
of N.G. Khodyreva, which combines content and process components. Thus,
motivational-value, content-procedural and reflexive components are included in
the composition of mathematical competence.
Let us determine the content of the selected components of the future
teacher's mathematical competence.
V.A. Adolf, considering the formation of a teacher's professional
competence, lists the most significant motives: “... cognitive need, interest in the
learning
process of students, love for children, striving for a positive result of
46
activity. As well as the motives of the prestige of the profession, self-affirmation,
communication with people of similar vital interests are very common” [1, p. 55].
The motivational-value
component of mathematical competence is a set of
value orientations, social attitudes, needs, interests that form the basis of motives -
everything that characterizes the orientation of the individual. For the successful
implementation of activities in the field of mathematics, interest in the subject, the
desire to enrich mathematical knowledge and skills are necessary. Since we are
talking about the mathematical competence of the
future teacher of mathematics,
the motivational-value component includes the motives of pedagogical activity, the
focus on the transfer of existing knowledge. Thus, the motivational-value
component of mathematical competence as components includes value orientations
in a given subject area and the need to master and transfer mathematical
knowledge.
B.S. Gershunsky [3], speaking about education as a value of the state,
public, emphasizes the personal value of education, an individually motivated and
stimulated attitude of a person to his own education, to its level and quality,
considering them fundamental in a person's desire to learn.
The content-procedural
component of mathematical competence is a set of
special knowledge, skills and abilities necessary to achieve the quality and results
of mathematical activity. The content-procedural component includes knowledge
of the theoretical foundations of science and the ability to apply the acquired
knowledge in mathematical practice, as well as the willingness to apply the
acquired knowledge, skills and abilities in future professional activities.
The reflexive component of
mathematical
competence involves awareness,
assessment by a person of his knowledge, skills, performance results and includes
self-awareness, self-control, self-esteem.
The reflexive component of the teacher's competence presupposes, first of
all, the formation of such a psychological quality as pedagogical reflection.
“Pedagogical reflection is the focus of the teacher's consciousness on himself,
47
taking into account the students' ideas about his activities and the student's ideas
about how the teacher understands the student's activities. In other words,
pedagogical reflection is the teacher's ability to mentally imagine the student's
picture of the situation and,
on this basis, clarify his idea of himself. Reflection
means the teacher's awareness of himself from the point of view of students in
changing situations" [ 4, p. 24].
Do'stlaringiz bilan baham: 
