| № |
Structural components
|
Characteristics of components
|
Details of components
|
| 1 |
Axiological
|
Motivation and value attitude to learning mathematics |
Motivated attitude to learning mathematics caused by value attitude to mathematics as a part of experimental sciences and an element of culture, awareness of the importance for the future professional activities, the opportunities that are given by the mathematical model approach for description and prediction of real processes and phenomena in the fast-paced world |
| 2 |
Cognitive
|
Fundamental and applied mathematical knowledge, thinking skills |
The availability of fundamental and applied mathematical knowledge; knowledge of key methods of cognition: analysis, synthesis, systematization, generalization, abstracting, classification, the mathematical model approach |
| 3 |
Praxiological
|
Skills and practical experience |
The possession of knowledge, skills, and practical experience in using mathematical knowledge and the mathematical model approach to solve professional tasks; development of mathematical self-education; the ability to increment the mathematical knowledge, skills, experience and their creative application in new situations for sustainable development |
| 4 |
Reflexive
|
Reflexive and evaluating qualities |
Skills of reflection, the ability to analyze the results of mathematical activities, self-assessment, self-correction in the context of the significance of the achievement motives of educational and professional goals |
