STRUCTURAL-FUNCTIONAL MODEL FOR DEVELOPING MATHEMATICAL COMPETENCE THROUGH PROFESSIONAL MODELLING

Abstract

The article develops a pedagogical model for developing the mathematical competence of students at technical higher education institutions. The aim is to coordinate the model's blocks, stages of activity and feedback mechanisms. Structural-functional analysis, pedagogical modelling and an internal consistency check were used. As a result, the links among the goal, methodological, content-process and diagnostic-outcome blocks were specified. The components of competence were linked to learning actions and assessment evidence. Feedback rules responsive to the type of error are proposed. The model is presented as a conceptual design; no new statistical claims about its effectiveness are made.