УМОВИ РОЗВИТКУ МАТЕМАТИЧНОЇ КУЛЬТУРИ СТУДЕНТІВ ЯК СКЛАДОВОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ

Abstract

Introduction. In recent years, teachers of most technical and natural sciences faculties find the level of freshmen starting a course of higher mathematics insuf-ficient to comprehend the basics of logical constructions. It is difficult for students to clearly realize that, for example, they should learn to prove a statement as a theorem or give a counter-example; in mathematics there are such terms as necessary and sufficient conditions, cause and effect; the system of equations and their totality are dif-ferent things; the properties of mathematical objects are subject of study; solving inequalities or equations requires understanding but not mechanical memorization. All these semantic subtleties make up the concept of mathematical culture based on clear logic reasoning and conclusion. Logical thinking is required in most activities, from business to programming. The relevance of the research is caused by the neces-sity to create a new educational environment free from such negative facts that some students have a low level of mathematical knowledge, skills and abilities; they are enable to independently acquire new mathematical knowledge and skills; their experience in mathematical, communicative and cognitive activity, necessary for a successful future career, is insufficient. International and Ukrainian scientists in the field of pedagogy and psychology diversely studied the problems of intellectual development and mathematical culture of students. (Jean Piaget , Jerome Seymour BrunerLev Vygotsky, Yuriy Hilbukh, Leonid Zankov, Vasilii Davydov, Daniil Elkonin, G.S. Kostiuk, Z.I. Kalmykova, N.O. Menchynska, S. L.Rubinstein, V.F. Palamarchuk, N.F.Talysina etc).The purpose of the articleis to generalize the pedagog-ical essence of mathematical culture, determine the place and role of mathematical education in the formation of students' mathematical culture, study pedagogical pre-requisites and specific technologies of its formation while teaching mathematics and determine conditions for crea-tion of the culture of mathematical language. The methods of analysis, comparison, explication, ab-straction are used in the study. Results. The development of mathematical culture of students involves a number of stages: formation of the student as a subject of educational mathematical activity; awareness of the mathematical education value; creating a holistic view of mathematical activity of the student; understanding mathematical learning materials; reflection of the general structure of mathematical activity in the educational activity; mathematical language acquisition, ability to correctly express and explain operations, ability to use mathematical signs and symbols; gaining under-standing of mathematical modeling as a mathematical method of reality cognition; mastering the system of mathematical concepts, general methods of operations; intellectual and spiritual development of students, includ-ing the development of mathematical thinking, meeting the requirements of modern information society, the develop-ment of children's motivation, creativity, research skills. The culture of mathematical language can only devel-op if the student has a sufficiently strong scientific base that allows him not to concentrate on thinking about the scientific accuracy of a story but to focus on how to speak. Originality. The Internet provides lots of opportunities to develop mathematical culture and present information of different nature: 1) mathematical information for com-pulsory learning i.e. comprehensible knowledge, filled with personal meaning should become a student's acqui-sition; 2) mathematical information for expanding ideas about the subject i.e. elements of logic, combinatorics, probability theory; 3) background information plays an important role in acquiring information, realizing its value, and creating the interest and need to study mathematics.Conclusions. The level of mathematical culture of stu-dents significantly increases under condition of taking nto account the leading ideas of modern international and Ukrainian psychological and pedagogical science about intellectual development of the personality; theoreti-cal substantiation of the content of students' mathemati-cal culture; working out a science-based approach to the technology of development of mathematical qualities of the personality when studying mathematics. In order to improve the culture of mathematical lan-guage, it is necessary to increase the classroom time for the development of oral language skills; allocate 10-15 minutes for oral questioning at every lesson; organize home test papers with an oral performance report in the form of an interview; conduct credit tests orally. Such forms of work contribute to the development of students' mathematical language