Abstract
<jats:p>This article examines the issue of developing professional competencies in future mathematics teachers in the context of contemporary educational transformation. The relevance of this topic stems from digitalization processes, the implementation of the New Ukrainian School concept, and increasing demands on the quality of teacher training. It is argued that a modern mathematics teacher must possess not only thorough subject knowledge but also well-developed methodological, information-digital, communicative, and reflective competencies. An analysis of scientific studies and publications devoted to the problem of professional training of future teachers was conducted; the main approaches to interpreting the concept of “professional competence of a mathematics teacher” were identified, and its structure was outlined. It was established that professional competence is integrative in nature and is formed through the interaction of various components of professional training. The theoretical foundations for the use of innovative technologies in the professional training of future mathematics teachers are explored, particularly based on competency-based, activity-based, and student-centered approaches. Emphasis is placed on the role of the digital educational environment as a factor in enhancing the effectiveness of learning. Particular attention is paid to the characteristics of innovative technologies for developing the professional competencies of future mathematics teachers. The potential of active learning technologies (problem-based learning, the case method, business and role-playing games), project-based and research-based technologies (STEM/STEAM approaches, educational projects, research activities), digital and distance learning technologies (LMS, digital math tools, online platforms), as well as blended and flipped learning technologies. It has been proven that their use contributes to the development of critical thinking, independence, creativity, and professional readiness among future teachers. It has been determined that the implementation of innovative technologies ensures an improvement in the quality of professional training for future mathematics teachers and their readiness for effective pedagogical activity in the context of modern schools. Prospects for further research have been outlined, consisting of the development of a model for the formation of professional competencies and the experimental verification of its effectiveness.</jats:p>