ДО ПИТАННЯ ПРО ЗМІСТ МАТЕМАТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ СПЕЦІАЛІСТІВ РІЧКОВОГО ТА МОРСЬКОГО ТРАНСПОРТУ

Abstract

The main goal of the modern competence-oriented teaching of mathematics at higher educational institutions of the first level of the accreditation is formation and development of mathematical competence of students. The contents of the article reveals the author`s attempt to define the term «Mathematical competence” of future specialists of river and sea transport. In the course of the research it was discovered that the notion “Mathematical competence” stands in line with a higher notion “Competence” In this connection, the author in her research rests on the definition “Competence” stated in the National Standard of secondary education. In the process of analysis of approaches as to how to treat the notion “Mathematical Competence” the author bases on the ideas of contemporary scientists and Methodists and believes that the mathematical competence of future specialists of river and sea transport is a complex, integrated feature of a personality which means not only knowing mathematical knowledge but also readiness of a personality to use acquired knowledge when solving professional tasks. As mathematical competence is an integrated feature of a personality, so it is necessary to regard it from the point of view of the systematic approach. Considering all the above the author sticks to a three-tiered structure of the mathematical competence and distinguishes such components as cognitive, activity-based and personal-based (motivational, reflexive, valuable). And the cognitive component of the mathematical competence includes knowledge in mathematics which a student must acquire in the process of the Maths course; activity-based component includes student’s skills to use the acquired knowledge in mathematics while solving practical, applied and professional tasks; personal-based component includes motivational, reflexive and valuable components. Wherein the valuable component is system formation factor of the educational and informative process as the students’ real educational results depend on what goals, values, ideals the students adhere to in their educational activity. The author also points out the functions which “the mathematical competence” must perform Key words: educational process, competence, mathematical competence, specialist of river and sea transport, structure and function of the mathematical competence.