CATEGORY «MATHEMATICAL COMPETENCE» IN LEARNING FOREIGN LANGUAGES

Introduction. Responding to the challenges in the society and economy of Ukraine methods of teaching/learning foreign language as the language of international communication should be revised and updated. Therefore, a need to research the innovative system that would increase the effectiveness of foreign language teaching/learning and correspond to the modern competence-oriented tendency at secondary education institutions is declared. The implementation of the specified tendency is ensured by the development of key competencies of students, which is a guarantee of harmonious and comprehensive development of the personality. According to the Law of Ukraine on Education, mathematical competence is defined as a key competence. Hence its formation in the process of foreign languages learning is necessary and mandatory for each modern individual and their successful functioning. In addition, the specified competence is an effective aspect of cognition and the foundation for the development of students' mental abilities. However, the lack of thorough linguistic and didactic research on mathematical competence states the problem of interpreting the concepts of «mathematical communication competency in foreign language learning» and «mathematical competence in foreign language learning». Purpose. The article aims to investigate the essence of the category «mathematical competence», highlighting the need of defining the named category in the process of foreign language learning, interpreting the following concepts: «mathematical communication competency in foreign language learning», «mathematical competence in foreign language learning».Methods. Pedagogical, methodological, and educational literature analysis, analogy, induction, and deduction were used. Theoretical (analysis and generalization) and empirical (a description) methods allowed us to formulate the following concepts: «mathematical communication» competency in foreign language learning», and «mathematical competence in the process of foreign language learning». Results. The thorough theoretical analysis brings us to the conclusion that the category «mathematical competence» is mostly explored in the field of mathematically related subjects. In addition, the study of lingua- didactic literature indicates that the specified category remains unexplored in foreign language learning. Therefore, defining the essence of «mathematical competence in the process of foreign language learning» is declared. Originality. Examining definitions and aspects of the specified competence, taking into account the communicative orientation of the process of foreign language learning, the author assumes the category «mathematical communication competency in foreign language learning» as a specific constituent of mathematical competence and considers it as the ability and readiness of an individual to communicate using mathematical science, which involves the following knowledge, abilities, and skills. Conclusion. Modern education paradigm poses the problem of defining the category «mathematical competence in foreign language learning» as a key competence and clarifying its meaning. Our view on the specified problem is represented in this paper. However, the need of identifying the distinct components of mathematical competence in foreign language learning provides further opportunities for our research.