The essence and structure of mathematical language competence of a future teacher

The purpose of the study is to substantiate the need to identify the concept of "mathematical language competence of a future teacher." When studying literary sources, the absence of a definition of this concept was recorded. Due to the fact that the formation of a linguistic personality is completed by the age of twenty-one, the special responsibility of the higher educational institution as a social institution is noted. The article focuses on the fundamental nature of mathematical language competence for the success of the professional activity of a future mathematics teacher. The establishment of correspondence between the components of competence and cultural phenomena allowed us to conclude that there are links between them. The analysis of the essential characteristics of the mathematical language competence of the future teacher is carried out within the framework of systemic, competence, cultural, personal-activity and task approaches. The scientific novelty lies in the fact that the concept of "mathematical language competence of a future teacher" is introduced, considered from the standpoint of the invariant structure of competence and professional pedagogical culture. As a result, the concept of "mathematical language competence of a future teacher" was defined, its structural components, as well as criteria and indicators were identified.