Навчання вищої математики як шлях формування математичних компетентностей майбутніх інженерів

Abstract

Завданням методів навчання є не тільки навчання студентів вищої математики, а й формування в них математичних компетентностей, потреби в навчанні, потреби і готовності до самоосвіти і саморозвитку, до дослідницької діяльності. При цьому ці якості повинні базуватися на уміннях самоконтролю і самооцінки, самодіагностики своєї навчальної діяльності.One of the current progressive tendencies today in modern technical education is forming the post-graduates’ skills of mathematical competence, organization of research work, ability to make up and to solve research tasks, development of creative thinking. The content of education must be oriented to providing the selfrealization of a personality, making the conditions for the self-development. The great importance in the formation of mathematical competence, in organizing professional knowledge of students studying in the engineering fields of science, belongs to the content of research. Let’s consider the concept of competence. Competence is the experience in a certain field; having all rights in solving some problem; awareness; authority. The term ‘mathematical competence’, by Rakov is the ability to see and apply Mathematics in real life, to understand the content and method of mathematical modeling, the ability to build a mathematical model, to investigate it by methods of Mathematics, interpret the results, evaluate the error of calculations. The typical feature of students talented in Mathematics is a tendency to accumulate the theoretical knowledge, the scientific concepts and patterns to theoretical constructs and generalizations. Thinking of these students is mainly theoretical, empirical level although is not rejected but transformed, improved, rising to a higher stage. So, the task of teaching higher mathematics is the formation of students’ mathematical competence, their educational needs, readiness for self-education and self-development. However, these qualities should be based on skills of self-control, self-analysis of training activities.