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 fulfilment, to be actively involved in civic and social life, and to successfully develop their professional careers in a knowledge society. Mathematics is also seen as a tool for sustainable development as mathematical actions – counting, measuring and locating – indicate clear connections between people and their environments (UNESCO, 20017). However, because of changes in the social, technological, educational and other environments, the information, knowledge and skills become older very quickly, so there is a constant need for lifelong learning and permanent renewing of acquired skills. It is obvious that changes, which are seen in society, require changes in higher education institutions, too. Higher education institutions have new approaches towards teaching and learning paradigms. Learning becomes a process in which people develop their knowledge, understanding, skills, values, attitudes and experience.

It poses new challenge for mathematics studies at universities - to promote each individual's opportunities to acquire knowledge, values and skills needed for participation in decision-making as well as knowledge, skills and values to work and live in a rapidly changing world. For that reason, two universities - Latvia University of Life Sciences and Technologies (Latvia) and Siauliai University (Lithuania) - have been cooperating since 2009 within the Cross-border network for adapting mathematical competences in the socio-economical development (MATNET) regarding mathematical competence as well as compliance of mathematical and professional competence obtained during studies at the universities. This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors' 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 competencies necessary for sustainable development as well as successfully perform their professional activities. The empirical part of the research is based on the survey of teachers of mathematics in Latvia and Lithuania, in order to identify their experience in the implementation of different pedagogical approaches in the course of mathematics, and to assess to what extent these methods contribute to the development of the competences necessary for sustainable development, as well as for a successful career and to ensure the countries socio-economic growth. A comparative study on used pedagogical approaches in Latvia University of Life Sciences and Technologies and Siauliai University (Lithuania) has been made. Summarizing the findings recommendations for the improvement of existing mathematics study courses have been developed.

Keywords:

Analytical skills, competence, competence-based teaching, critical thinking, pedagogical approaches, problem-solving, teaching methods.