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Mathematics curricula and their role for formation of mathematical competence for students in specialties “Programmer” and “System programmer”
Mathematics and Education in Mathematics, Tome 51 (2022), pp. 190-195 Cet article a éte moissonné depuis la source Bulgarian Digital Mathematics Library

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The article discusses the connection of the teaching of mathematics with the students in the specialties “programmer” and “system programmer” in the upper course. Problems are pointed out and guidelines are given for increasing the motivation and formation of mathematical competence in students in order to be successfully realized on the labor market. В статията се разглежда връзката на обучението по математика с обучаващите се в специалностите ”програмист“ и ”системен програмист“ в горен курс. Посочват се проблеми и се дават насоки за повишаване мотивацията и формиране на математическа компетентност у учениците, за да се реализират успешно на пазара на труда. 
@incollection{MEM_2022_51_a16,
     author = {Sirakov, Nikolaj},
     title = {Mathematics curricula and their role for formation of mathematical competence for students in specialties {{\textquotedblleft}Programmer{\textquotedblright}} and {{\textquotedblleft}System} programmer{\textquotedblright}},
     booktitle = {},
     series = {Mathematics and Education in Mathematics},
     pages = {190--195},
     year = {2022},
     volume = {51},
     language = {bg},
     url = {http://geodesic.mathdoc.fr/item/MEM_2022_51_a16/}
}
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%A Sirakov, Nikolaj
%T Mathematics curricula and their role for formation of mathematical competence for students in specialties “Programmer” and “System programmer”
%J Mathematics and Education in Mathematics
%D 2022
%P 190-195
%V 51
%U http://geodesic.mathdoc.fr/item/MEM_2022_51_a16/
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%F MEM_2022_51_a16
Sirakov, Nikolaj. Mathematics curricula and their role for formation of mathematical competence for students in specialties “Programmer” and “System programmer”. Mathematics and Education in Mathematics, Tome 51 (2022), pp. 190-195. http://geodesic.mathdoc.fr/item/MEM_2022_51_a16/