FORMATION OF MATHEMATICS TEACHERS' INNOVATIVE COMPETENCE IN ONLINE LEARNING CONDITIONS

Abstract

Purpose. The article substantiates theoretical and methodological foundations for developing mathematics teachers' innovative competence in online learning as an integrated professional quality that enables a teacher to design, implement, evaluate, and improve digitally supported methodological solutions for mathematics education. The relevance of the research is determined by the long-term functioning of Ukrainian schools in distance and blended formats, as well as by the need to maintain the quality of mathematics education, academic integrity, learner motivation, and practical orientation of mathematical content under conditions of limited face-to-face interaction. Methods. The study uses theoretical analysis of publications by O. A. Zhernovnykova and I. T. Sira, regulatory documents, and international digital competence frameworks; comparison, generalization, modelling, structural-functional analysis, and the competence-based approach are applied. Results. The concept of mathematics teachers' innovative competence in online learning is clarified. Its motivational-value, cognitive-methodological, digital-technological, project-activity, and reflective-evaluative components are defined. The article substantiates organizational and didactic conditions for developing this competence: creation of a digital mathematical environment, integration of dynamic visualization and online services, application of gamification, quests, interdisciplinary tasks, e-portfolios, peer review of online lessons, and procedures for maintaining academic integrity. A structural-functional model, criteria and levels of competence development, and the logic of a 90-hour professional development programme for mathematics teachers are proposed. Conclusions. It is shown that innovative competence in a digital environment cannot be reduced to tool use; it involves a methodologically appropriate combination of mathematical content, pedagogical creativity, digital ethics, learning analytics, and reflective evaluation of results. The proposed model can be used in in-service teacher education, methodological work of educational institutions, and pre-service mathematics teacher training.