Abstract
The formation of a creative personality is extremely necessary nowadays, in the development of which an important place belongs to aesthetic factors in education. The development of aesthetic competence requires special training and must be connected with purposeful pedagogical activity. The aim of the article is to highlight the practical achievements of teachers regarding the implementation of aesthetic competence in the process of teaching mathematical disciplines, to analyse the available approaches of teachers to solving this task, and to provide certain recommendations. The article presents practical approaches to the formation of aesthetic competence in teaching mathematics both in schools and in institutions of higher education. The need to strengthen the aesthetic component of the educational process as a method that increases interest in studying mathematics is substantiated. It is emphasized that the appropriate use of non-traditional methods of teaching mathematics, the unique combination of educational materials with aesthetic content contributes to the development of imagination, fantasy, and creative activity of a person. Non-standard methods of conducting classes by schoolteachers and teachers of higher education institutions, aimed at the development of aesthetic competence in the process of teaching mathematical disciplines, are highlighted. The close connection between mathematics and art, the aesthetic educational influence of mathematics on the cultural development of a person is demonstrated. It is emphasized that the acquisition of aesthetic competence is a continuous process of personality development that occurs throughout life. The principles of forming the aesthetic competence of students in mathematics classes are formulated.
 Keywords: competence approach; aesthetic competence; mathematics; mathematical disciplines; personality development; computer technologies; teaching experience.
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