METHODOLOGICAL ACTIVITIES WITH COMPETENCY-BASED TASKS (С-TASKS) IN THE SYSTEM OF METHODOLOGICAL TRAINING OF FUTURE MATHEMATICS TEACHERS

Abstract

Summary. Introduction. According to the professional standard "Teacher of a General Secondary Education Institution", when implementing the labor function of teaching a subject (integrated course), the teacher relies on subject-methodological competence. A key component (aspect) of this competence is the ability to create conditions for the formation and development of key and subject-specific competencies in students. Since competency-based tasks (C-tasks) are a substantive element in the system of teaching tools aimed at forming mathematical competence in students, it's essential to ensure that the methodological training of future mathematics teachers provides opportunities for them to gain experience in performing specific types of methodological activities related to these tasks.

The purpose of the article is to consider new methodological objects, specifically competency-based tasks, the types of methodological activities future mathematics teachers engage in with these tasks.

Method. To achieve the objective of the article, methods of comparison, analysis, synthesis, generalization, and concretization were applied.

Results. The authors, drawing from the fundamental principles of the competency-based concept in mathematics education, argue for the crucial importance and necessity of adjusting the goals, content, process, and outcomes of methodological training for future mathematics teachers. This adjustment is made in light of new methodological objects, specifically competency-based tasks (C-tasks), which are a significant factor in steering mathematics education towards a competency-based approach. The article outlines the theoretical information about C-tasks that should be included in the theoretical component of methodologically oriented disciplines. It also justifies the need for revisions to the practical component of future mathematics teachers' methodological training, driven by the requirement for students to perform special types of methodological activities with C-tasks. The authors note the advisability of supplementing the system of educational and methodological tasks with exercises involving C-tasks and propose a method for structuring these exercises based on the types of methodological activities performed with C-tasks.

Originality. The article gives the authors’ interpretation of the concepts "methodological activities with C-tasks" and " methodological tasks involving C-tasks".

Conclusions. It is generalized that enriching the content of methodological training for future mathematics teachers with new learning objects—competency-based tasks (C-tasks)—addresses the challenge of equipping young specialists to successfully implement a competency-oriented educational process in mathematics.