Abstract:

Mathematical competence has always played a significant role in the intellectual and professional development of a person. In European Union documents mathematical competence is recognized as one of the most important competencies that people need to achieve their personal fulfillment, to be actively involved in civic and social life, and to successfully develop their professional careers in a knowledge society. Therefore, it is essential to prepare young specialists at university to have good knowledge of mathematics, to be able not only to solve classical tasks, but also more complex ones, to see mathematical problems in various situations of life and solve them. That's why this paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the author's reflection experience and observations in connection with what the process of mathematics learning should be under the competency-based approach allowing the development of a university student’s mathematical competency.

The empirical part of the research is based on the survey of students from two major technical universities in Latvia: Latvia University of Life Sciences and Technologies and Riga Technical University, as well as interviews with the teaching staff as experts. In the study the concept "mathematical competence" is based on Danish KOM (Competencies and the Learning of Mathematics) project which set up eight mathematical competences. Students were asked to evaluate (using self-evaluation method) what extent they are confident in their mathematical skills by writing in the questionnaire numbers from 0 to 3, where 0 - I have not mastered this skill, but 3 - I can apply mathematical knowledge in different situations of life, I can formulate a mathematical problem, solve it. The results analysed by three different professional fields which are common for both universities: civil engineering, energetics and information technologies. The purpose of teacher interviews was to find out their views on the mathematical competence required for students from different professional fields, as well as to assess the extent to which these competences were developed in a particular study program.

The study shows that the competence to think mathematically, posing and solving mathematical problems, as well as ability to solve mathematical problems are the best, the worse - competences which reflect ability to deal with and manage mathematical language and tools. Comparing the survey results of the survey between the universities, it should be noted that students from Riga Technical University express more confidence about their mathematical competence.

The article also includes the assessment of the mathematics study programs of both higher schools according to the aims, content, results achieved, forms of teaching/ learning organization and didactic conditions as the main cornerstones of mathematical competence building.

Keywords:

Competence-based studies, mathematical competence, mathematics study programs.