Federal State Educational Standards of Higher Education have designated a reorientation from the subject-knowledge education model to the competency-based one, when the goal is to develop students' personal and professional features with an emphasis on their autonomous learning. Universality and generality of requirements for the results of studying the bachelor’s programme in Pedagogical Education does not exclude, but assumes the subject’s orientation of the competencies formulated when implementing specific areas of training. This requires rethinking the functionality of all components of the training system, including the contents. It is the very aspect that remains insufficiently revealed for competency-based teaching of mathematics. The vector of a significant part of studies is directed towards the search for effective educational technologies. Meanwhile, continuity in nurturing competencies requires considering professional orientation on teaching-learning the subject. Reviewing mathematical contents is also vital as the proportion of students’ autonomous learning is getting increased. The article substantiates the role and significance of mathematical contents in arranging control of students' au-tonomous learning. Keeping in mind the priority of control’s teaching function, it is proposed to make up tasks that contribute to assessing not only knowledge, but also experiential and motivational components of competences
About the autors:
Svetlana Nikolaevna Gorlova (1), Candidate of Pedagogical Sciences, Associate Professor of the Department for Physics and Mathematics Education; Elena Aleksandrovna Makarova (2), Master Student majoring in “Pedagogical Education. Maths"
Place of employment:
Nizhnevartovsk State University (1)
e-mail: email@example.com (1)
Text of scientific work: (PDF format)
competency-based approach; competence components; autonomous learning; control; educational function of control; control materials