FORMATION OF THE COMPONENTS OF METHODOLOGICAL COMPETENCE OF MATHEMATICS TEACHERS WHEN STUDYING THE AXIOMATIC METHOD OF INTRODUCING ELEMENTARY FUNCTIONS AT A UNIVERSITY

Abstract

The article presents an analysis of the components of the methodological competence of a mathematics teacher and the process of their formation in teaching students of pedagogical areas of university preparation to the axiomatic method of introducing elementary functions. The structural components of methodological competence, which are formed in students of pedagogical areas of university training in the study of the theory of functions, are considered. A diagnostic toolkit has been developed to measure the levels of formation of the main components of the teacher’s methodological competence. In the course of experimental work, the effectiveness of including axiomatic approaches to the introduction of elementary functions in the process of training teachers of mathematics at the university to form the methodological competence of the teacher, increase the level of their subject knowledge and methodological skills was investigated and confirmed.