MATHEMATICAL COMPETENCE MODEL OF A PHYSICS TEACHER

Abstract

The purpose of this article is to analyze the concept of the physics and astronomy teacher’s mathematical competence structure. Theoretical and experimental methods were used in the research including methods of systemic analysis, pedagogical modeling, testing of statistical hypotheses based on selective studies and descriptive statistics. The research results reveal that the mathematical activity of physics teachers, defined by functional components of subjectmethodological competence, encompasses 20 directions. The importance indices were determined for each of these directions, reflecting the frequency of their application in teachers’ real work. A structural model of the physics teacher’s mathematical competence was constructed. This model includes blocks of subject-methodological and analytical activities, interconnected by feedback loops. Informational connections link these blocks with blocks of analytical, operational, and epistemological functions, as well as with blocks related to the selection of mathematical activities types and directions of mathematical activity. An experimental study of the methodology for measuring the indices of mathematical competence levels was conducted identifying problematic mathematical topics for physics teachers. These topics include expression transformations, elements of differential calculus, geometric problems, and vector-coordinate methods. The practical significance of research lies in the fact that the obtained results facilitate of the postgraduate training system enhancement for teachers in advanced courses, as well as the design and implementation of a methodological system for the development of mathematical competence among physics teachers within the framework of continuous pedagogical education. The analysis conducted in the research also permits the identification of directions for improvement in the training of future physics teachers in classical and pedagogical universities. The main research conclusions, it is noteworthy that an intermediate level of mathematical competence is essential for realizing the functions of subject-methodological competence among physics teachers. Furthermore, it was established that at least 30% of physics teachers require additional mathematical education for their further effective work. Future research in this domain will be focused on the implementation and analysis of the effectiveness of the methodological system for the development of mathematical competence among physics teachers within the framework of continuous pedagogical education.