Mathematics Problems and Computer Algebra Systems as Didactic Tools for Developing the Professional Competence of Bachelors in Mathematics and Computer Science

Abstract

The article examines how mathematics problems and computer algebra systems (CAS) contribute to professional competence development in future bachelors of mathematics and computer science. It justifies adopting didactic approaches responsive to higher-education digitalization and the integration of information technologies into instruction. Problems are treated not merely as routine exercises but as multifunctional tools for fostering critical and creative thinking, research skills, and analytical reasoning. The paper outlines a classification of problems used in university training and discusses their methodological value. It is argued that combining conventional solution strategies with CAS automates routine computations while focusing learning on conceptual understanding, mathematical modeling, algorithm design, and interpretation of results. The methodologically structured examples of tasks substantiate the feasibility of an integrated approach that combines classical mathematical methods, task-based learning, and digital support for the problem-solving process. Systematic CAS use is shown to increase motivation and strengthen digital literacy, information culture, and academic integrity. Future research should focus on refining the criteria for assessing the effectiveness of the proposed approach, broadening the experimental sample, and investigating the potential of artificial intelligence technologies to support the personalization of the educational process.