IMPLEMENTATION OF THE COMPETENCE APPROACH IN THE CONDITIONS OF MATHEMATIZATION OF EDUCATION OF UKRAINE

Introduction. Formation of key competencies of graduates of Ukrainian secondary school,among which the key mathematical competence currently occupies an important place, directly depends on the effectiveness of the process of their formulation by primary school students. The process of forming key mathematical competence will be effective if a student not only actively participates in the process of studying mathematics as a process of studying ready-made knowledge,but also takes some responsibility for his own self-development and self-knowledge. To implement this condition, a psychological and pedagogical base recognized in science and implemented in practice is necessary. Such a basis is the development theory of L. Vygotsky. This theory is now recognized by a large number of research scientists working on the problem of competence approach to the organization of the educational process. The issue of the study is the organization of the educational process based on the development theory of L. Vygotsky. Purpose. Theoretically substantiate a possible variant of technological implementation of the development concept of L. Vygotsky for formation of mathematical competence of primary school students through the system of mathematical relations discovered by M. Arest. Methods. Deduction and systematic analysis. Results. The authors of the article consider the need to refer to the development concept of L. Vygotsky to ensure successful implementation of the competence approach in the process of teaching mathematics by primary school students. Based on certain characteristics of the main phases of the mathematical knowledge development (metric, topological, analytical, structural,procedural, and systemic) in the society, the vision of personality development of a primary school student in the process of education through the development shows his natural mindset. Originality. The possible variant of cognitive activity formation of students is highlighted on the basis of their natural mindset development which motivates the processes of self-development and self-understanding, without which the formation of both key and subject competences in general, as well as mathematical competence in particular, is impossible.