ПОРІВНЯЛЬНИЙ АНАЛІЗ ІНФОРМАТИЧНОЇ СКЛАДОВОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ (НА ПРИКЛАДІ ПОЛЬСЬКОГО ПЕДАГОГІЧНОГО УНІВЕРСИТЕТУ ІМЕНІ КОМІСІЇ НАЦІОНАЛЬНОЇ ОСВІТИ В КРАКОВІ)

Abstract

Ukraine, integrateing into the world’s information space, is aspiring to raise the level of information culture of citizens. Thus, the importance of forming the ICT-competence of teachers of all profiles, including mathematics, is growing, which is not only a guarantee of the successful formation of the information culture of the younger generation, but also a key to the introduction of new information technologies into various fields of society.The issue of the informatics component of training of mathematics teachers remains insufficiently developed, in particular, in terms of scientific study and implementation of foreign countries experience, especially the neighboring states, including Poland.The purpose of the article. The analysis of the informatics component of training of future mathematics teachers in higher education institutions in Poland, in particular at the Pedagogical University named after the National Education Commission in Krakow.The article analyzes the curriculum of the teaching staff in Pedagogical University named after the National Education Commission in Krakow for the students of mathematics. It is found out which disciplines of the informative direction and in what amount are studied. A comparative diagram and a table of informational training of future mathematics teachers in Poland are made.After the analysis of the training curricula for students of mathematical specialties it was found out that the computer science component occupies an important place in the training of future specialists. For students of specialties “Mathematics with Informatics (teacher)” and “Applied Mathematics” it is 33 – 38 ECTS credits, that is 18 – 21% of the total load, for students of the specialty “Mathematics (teacher)” it is 18 – 23 credits ECTS, that is 10-13% of the total load, for students of specialties “Mathematics with English Language (teacher)”, “Mathematics and Oligophrenic Pedagogy (teacher)” is much more less.