The results of a pedagogical experiment to determine the formation of basic knowledge in mathematics

Abstract

The study of innovative patterns of the educational process in a non-mathematical university when introducing a competence-context format of education, first of all, involves the choice of a model for fixing the dynamics of diagnosis, which provides the most complete and objective information about the success of each bachelor in the trajectory of professional development of a future specialist in non-mathematics. In parallel with this, it is necessary to modify the model of fixing the dynamics of diagnosing a bachelor in order to obtain systemic information on the formation of all key competencies, the totality of which ensures the formation of the professional competence of a future non-mathematician. The construction of these models of fixing the dynamics of diagnosing should take place against the background of research on innovative patterns of the educational process of the competence-context format for teaching non-mathematical specialists.