Informational mathematical competence as a predictor of critical thinking of students of pedagogical directions

Abstract

The aim of the research is to modernize the structure and content of the information and mathematical competence (IMC), as well as design a model of its development among students of pedagogical directions. By the method of theoretical analysis, the concept of information and mathematical competence was clarified, its characteristic features and structural components were determined. It is proposed to design a model for the development of an IMC based on the principles of compliance with the key competencies of the future, the requirements of the federal state educational standard and the corresponding professional standards. Thus, this model includes target, meaningful, technological and effective components. The target component actualizes the IMC development as a readiness to apply mathematical knowledge, skills and abilities, as well as ICT tools for searching, critical analysis and synthesis of information, solving complex problems in professional and subject areas. The content component reflects the invariant and variable components of the curriculum, which are revealed in the disciplines of the compulsory part and the part formed by the participants in educational relations. The technological component reveals methods and technologies, as well as forms and means of teaching. The effective component is presented in three aspects: motivational-value, emotional-strong-willed, reflexive. By the means of a pedagogical experiment, the effectiveness of the designed model in the point-rating system was assessed and a hypothesis was put forward about the predictive role of the IMC in the development of critical thinking of students.