LAUSR

The article is devoted to the disclosure of the problem of formation of competencies of future specialists in technical specialties, in particular students of radio engineering specialties. The main concept for the formation of skills and abilities of students is the theory of neuroplasticity of the human brain, which is the basis of all neuropedagogy. The essence of the phenomenon of neuroplasticity of the brain is analyzed in the work, the analysis of works of scientists who investigated the problem of formation of competences of future specialists of technical specialties, in particular formation of mathematical competences is carried out. The concepts of competence and professionally-oriented mathematical competence are specified. The authors singled out in a separate block professionally-oriented mathematical competence as fundamental, which is an integrative formation of mathematical and professional skills. It includes the following components: cognitive, operational-algorithmic, applicable, design components. The cognitive component of professionally-oriented mathematical competence is responsible for the ability to find and accumulate mathematical knowledge. In order to improve the quality of training of future specialists in technical specialties, a methodical system of fundamentalization of mathematical training of future bachelors in the field of electronics and telecommunications has been formed. Elements of test tasks are offered, by means of which the formation of the cognitive component of professionally-oriented mathematical competence was checked. The article makes a detailed description of the statistical verification of the obtained experimental data and the results of the empirical verification of the effectiveness of the method. Mathematical processing of data and their reliability and significance were checked using Fisher's test. The results of the experiment gave grounds to assert that the effectiveness of the proposed methodological system does not depend on the individual personality of the lecturer who introduced the method into the educational process.