Methodical background of competence-based mathematics education for students of information technologies specialties

Abstract

Currently, the competence-based approach is the main task of higher education to prepare young professionals for a successful career and to ensure the country's socio-economic growth. In order to implement the competence-based approach in practice, it is necessary to develop a methodical framework that includes mathematical competence and skills necessary for professional activities to be developed within a mathematical subject, including also personal qualities that are formed in mathematics studies. In the context of competence-based learning, mathematics studies at the university must be more focused on acquiring sustainable development competences in real life context taking into account the characteristic aspects of an engineer's professional activities. To realise the competence-based approach in mathematics studies in practice, it is necessary to develop a methodological framework from a perspective of the constructivist approach: contextual, interdisciplinary and discipline-based and information technology methods. Therefore, the aim of the article is to establish the methodological background to assess information technologies professionals and stakeholders' math education needs, to create a methodology for the application of mathematical competences worked out by the European Society for Engineering Education Maths Working Group to the students of information technologies specialties, as well as work out an integrative professional and mathematical competence structure with the following components: cognitive, contextual, motivational and value-based components. Based on the interviews with professionals and other stakeholders, in the article the model is described with specified didactical requirements for the mathematics teaching principles appropriate to sustainable development and contributing to mathematics competence building.