Abstract:

The mathematics studies at university develop the cognitive abilities of a person, influence studies of special subjects as well as contribute to the development of professional competence ensuring highly qualified specialists for the knowledge-based, skill and technology-intensive industries. A high level of Mathematics education is necessary in order to fulfil the task of creating an innovative economy, providing long-term goals and objectives for social and economic development. Mathematical competence is important also in all aspects of sustainable development and employment prospects at the same time. From a professional point of view the mathematical skills can be considered as an absolutely necessary tool for fulfilling the tasks at job. In the light of the above considerations, it is essential to prepare young specialists at university to have good knowledge of mathematics, to use mathematics for problem solving in various situations of everyday and professional life.

In spite of the above, the quality of the mathematics studies is decreasing and the level of students' preparation and knowledge is getting worse. For that reason, universities Latvia University of Life Sciences and Technologies (Latvia) and Siauliai University (Lithuania) started to implement Nordplus Higher Education project "Transformation of the study course "Mathematics for Economists" for building of the competences necessary for sustainable development", financed by Nordic Council of Ministers.

Both universities are aware that in the context of sustainable development as well as competence-based learning, mathematics studies at the university must be focused on acquiring competences necessary for sustainable development in real life context taking into account the characteristic aspects of professional activities. In the framework of project universities have developed the methodological framework to integrate sustainable development competences into the mathematics study programs according to professional / individual needs and employers' demand.

Taking into account above, this article focuses on methodological background to develop integrative professional and mathematical competence structure, appropriate to sustainable development, based on following components:
(a) cognitive approach - to ensure graduates readiness to use math knowledge in professional activities;
(b) contextual approach - to develop practical component of mathematical competency;
(c) value-based components - directed to develop and support student's relevant emotional sensory state including their cognitive performance.

Keywords:

Cognitive approach, contextual approach, international cooperation, mathematical competence.