Keyword: «information and mathematical competence»

In accordance with the requirements of the Federal State Educational Standards of Higher Education, the training of specialists with universal competences in the field of systemic and critical thinking is of particular importance. At the same time, mathematics, as a tool for systemic cognition of the world and critical analysis of objective reality, plays a particularly important role in education. The purpose of the study is to present a model of information and mathematical competence formation (on the example of student teachers) and to evaluate its effectiveness by methods of statistical analysis. A hypothesis about the predictive role of information and mathematical competence (IMC) in the development of students' critical thinking is suggested. The concept of information and mathematical competence was clarified with the method of theoretical analysis, its characteristic features and structural components were defined. It is proposed to design a model for the formation of an IMC based on the principles of compliance with the key competences of the future, the requirements of the federal state educational standard and the corresponding professional standards. Thus, this model includes target, content, technological and effective components. The target component actualizes the formation of the IMC as willingness 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 tasks of forming a creative educational environment and designing a program and diagnostic tools for monitoring the dynamics of the considered competence development among student teachers are concretized. 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-voluntary and reflexive ones. The effectiveness of the designed model in the point-rating system was assessed by means of the pedagogical experiment. The correlation analysis methods reveal the relationship between the levels of IMC development and critical thinking of student teachers. The conclusion is made about the prospects of further research in the field of designing a model for the formation of information and mathematical competence as a predictor of critical thinking in the system of higher education.

In accordance with the requirements of the Federal State Educational Standards of Higher Education, educational organizations face the task of introducing effective tools for systemic cognition of the world and critical analysis of objective reality, solving complex problematic tasks by future specialists. Research in the field of the formation of processes and the development of information and mathematical competence can help in solving the task. The aim of the study is a model representation of information and mathematical competence and the process of its formation among undergraduate students, as well as an illustration of some elements of the methodology for the formation and evaluation of such competence with the involvement of a regional component. The processes of both mathematical and information competence formation in the system of basic, secondary general and higher education in the context of integration with other competences of university students are clarified by the method of theoretical analysis. The need to adjust the structure, content and model for the formation of information and mathematical competence in the context of the digital transformation of society as a whole is determined. The information and mathematical competence of a bachelor is evaluated through a set of competences, its structural components are considered from the point of view of an activity-based approach. Thus, the data obtained will be the basis for the design of the model. Building methodology for the formation of information and mathematical competence on the ground of competence-based, practice-oriented and personal approaches integration, a regional component is introduced into the content of competence-oriented tasks, when the problem situation presented in the task is not only characteristic of the student's daily academic and extracurricular life, but also reflects the peculiarities of the region (cultural, historical, socio-economic, environmental, natural, etc.). An assessment of the effectiveness of group work with the author's case task including a regional component was carried out by means of a pedagogical experiment for a comprehensive and differentiated assessment of the level of formation of the IMC. Illustrating the elements of the experimental methodology, we conclude that further research in the field of information and mathematical competence formation is promising.