Innovative competence of a mathematics teacher: theoretical aspect

The article analyzes the theoretical foundations of the innovative competence of a mathematics teacher. It has been established that innovations in mathematics education abroad are primarily associated with interactive platforms, project-based technologies, STEM education, the use of artificial intelligence in education, gamification of the educational environment, flipped learning, and the use of social media in teaching.Innovation in mathematics education is proposed to be understood as a new (or improved) pedagogical product introduced into the educational process (concepts, theories, systems, models, methods, technologies, techniques, etc.) that stimulates its development. The innovative competence of a practicing mathematics teacher is proposed to be interpreted as an integrative quality of their personality, resulting from the synthesis of motives, values, knowledge, skills, and practical subjective experience, ensuring the successful creation, dissemination, and conscious and purposeful application of innovations in mathematics education. The key components of a mathematics teacher’s innovative competence include motivational-value, cognitive, creative-activity, and evaluative-reflective components.The motivational-value component involves a teacher’s motivational and value-based attitude toward mathematics and teaching, as well as a strong interest in systematic changes and modernization in mathematics education. The cognitive component reflects a teacher’s knowledge necessary for creating, testing, and implementing innovations. The creative-activity component determines a teacher’s ability to creatively adapt, implement, and realize innovations in teaching mathematics, as well as their relevant experience.The evaluative-reflective component involves teachers’ awareness of the significance and relevance of their innovative efforts and discoveries, the creation and management of a reflective educational environment in mathematics education, and their ability to reflect on, analyze, and adjust their innovative pedagogical practices.