SPECIALIST MАTHEMATICAL PRAGMATIC KNOWLEDGE MODEL

Abstract

The paper proposes and substantiates a mathematical model where a pragmatic knowledge competence of a trainee or a specialist is presented as a chronological product of pragmatic and knowledge competence evaluations. An average competence of every trainee is conventionally assessed by teachers’ community and pragmatic competence is assesed by students’ community with the help of group peer assessment method. The method is based on the hypothesis of normal (Gaussian) distribution of quantitative evaluations of every competence in a students’ group. A competence portrait of specialists has been prepared on the basis of the proposed model and the paper reveals their competence formation in the educational and tutorial process.