Abstract
The article discusses the general principles of STEM education and the ways of forming STEM competence of future mathematics teachers, in particular, solving applied problems, implementing STEM projects, implementing elements of STEM technologies in mathematics classes, holding STEM weeks. The analysis of scientifi c and methodological sources showed that the implementation of STEM education is a creative process aimed at improving the quality of education, it is the result of the activity of all subjects of the educational process. Activities within the framework of STEM education are the creation of stable connections between the educational institution, society, professional activity and the whole world. Since the main subject of the implementation of STEM education is the teacher, that is, the implementation of innovation is possible through the organization of activities, fi rst of all, of teachers of higher education institutions, and later – teachers of general secondary and vocational (vocational-technical) education institutions. The research proved that there is currently an urgent need for training and retraining of mathematics teachers who will be able to work in this direction and transfer the implementation of STEM education from an individual to a mass level.
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