Mathematical competencies in a new Ukrainian school – appealing troubleshooting

Abstract

The article gives a brief description and results of the study of the Lviv region teachers of mathematics opinion on the possibility and necessity of a competent approach to the formation of the content of mathematical education in the new Ukrainian school.

A competent approach to reforming Ukrainian schooling under the slogan of the "new Ukrainian school" is one of the main "cross-cutting lines" of reform, and now its relevance determines its specification in relation to certain disciplines of the school curriculum – which is the subject of this article.

As part of the implementation of this approach, at the Faculty of Natural and Mathematical Education of Lviv Region Institute of Postgraduate Pedagogical Education, in the period 2015-2019, the study of the subject competences of pupiles, in particular mathematical ones, was conducted. The purpose of the study was to find out the attitude of mathematics teachers to the competent approach in general and their vision of the mathematical competences of students in particular. In the process of studying with mathematics teachers - pupiles of advanced training courses at the institute, a broad discussion was held on the content of the concept of "mathematical competence", which was the main object of the study.

As a basic principle, it is advisable to specify a competent approach, the principle begun in this approach in the English-speaking countries, primarily in the United Kingdom and the United States, suggests, since in our lexicon we borrowed the term "competence of pupiles " precisely from them. This is characteristic of the Anglo-Saxon philosophy of education, the principle of practicality (for the benefit of oneself): the so-called "Utilitarianism" in the British version and "pragmatism" in the American version. Teachers who participated in the study suggested replacing the outdated Soviet principle of polytechnics, calling it the principle of practical life. As a result of his discussion in applying to the content options of school mathematical education, teachers have identified five cross-cutting content lines of this education: arithmetic, algebraic, geometric, stochastic and logical.