Making managerial decisions in the process of mastering mathematical disciplines by students as a quasi-professional competence

The direction of the contemporary professional education development is oriented towards the realization of thecompetence-based approach to education. Each educational discipline has its specific competence-developing potential. Due to underdevelopmentof the ideas of competence-oriented education in the pedagogical theory and practice, development, studying, implementation,measuring results of the education process targeted towards students' mastering of necessary competences, turns into a complicatedpedagogical problem. The primary task in the context of this problem is distinguishing and modelling competences that are impossibleto master within particular disciplines. In this article the notion of a quasi-professional competence named "Development and making ofquasi-managerial decisions applying elements of system analysis and mathematical modelling" is clarified. When structuring the contentof the competence under research, the following components are sorted out: motivation related (demands, motives, aims, values, senses,value-sense orientation); cognitive (possession of theoretical knowledge of the matter of mathematical disciplines); operational (theskills of integrating theoretical knowledge from various disciplines and applying them for development and making of managerial decision);reflexive-effective (skills, experience as a premise and result of the competence formation); professionally important personality featurespropitious for the development and making effective decisions: reflexiveness, independence, initiative, consciousness. The criteria ofmastering the competence correspond to the components and can be concretised by a number of indicators. The indicators of the motivationrelatedcriterion are the following: distinctive interest towards the result and process of decision development and making, determination,positive attitude towards quasi-professional activity, understanding the necessity and the value of scientific approach to decision grounding,desire to develop decision technologically in unnecessary situations, understanding the sense of quasi-professional activity, necessity toassign values and giving sense to objects of internal and external reality. The indicators of the cognitive component are the following:amount, durability, depth, flexibility, reproducibility, generalization, portability, efficacy, integrity of knowledge, as well as diversity andefficiency of methods of its presentation and assignation. The integrative indicator of the operational component is the adequacy of the resultsof activity (quasi-professional decision) to the cultural norms. Maturity of the reflexive-effective criterion becomes apparent in judgments,peculiarities of the process and the results of activity. Professionally important personality features are revealed and fixed in respective indicators of quasi-professional activity. The structural-content model of a competence is an information base for further research: projectingpedagogical conditions, building structural-layered model of development, and studying dynamics.

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