ESTABLISHING PROJECT COMPETENCE OF THE FUTURE TEACHER OF MATHEMATICS

Introduction. The complex structure of general training of the future mathematics teacher recognizes a special role of professional methodological training with the stress on project activity. The analysis of modern professional literature proves the study of different aspects of project activity; meanwhile it shows that the project competence and systemic work on its establishing in the process of professional training of the future math teacher have not been studied enough. Purpose. The aim of the article is to have a close look at the core of project competence of the future mathematics teacher and its establishing in the process of designing mathematics teaching technology in the subject-oriented educational process. Methods. To reach the goal, theoretical methods of research have been used (scientific resources analyses, generalizing and systematization, comparative analyses and modelling.) Results. Project competence of the future math teacher is the subject knowledge and skills, other corresponding knowledge and skills connected with the projecting of educational activity during learning the methodology of teaching mathematics, experience of personal qualities of the teacher, which provide effective pedagogical activity. Criteria of the project competence: awareness of person's own character peculiarities, the knowledge of practical methods, the ability to use them in the process of project activity, possession of projecting knowledge, skills, methods. Originality. On the basis of teaching mathematics aims in the modern school and the principles of projecting system of teaching mathematics, and taking into consideration special educational technology, we address the projecting of math teaching technology as the didactical task formulation and didactical process design – the process that provides the task solving. Formation of the project competence of the future mathematics teacher is provided through the created system of assignments solution on didactical task formulation and didactical process design. Conclusion. The process of forming project competence of students will be effective if the methodological strategy offered is aimed at making logical analyses of the educational material, stating the didactical task, structure of the educational process.